Rationale
English has become the primary language for global communication, international trade, and advancements in science and technology As a result, individuals with strong English skills are in high demand across various sectors of society.
As a result, there has been a positive trend of teaching and learning English across the country People, from children to adults, learn English with different purposes
In general, despite deriving from different purposes, every one wants to turn English to become their own instrument in their lives
Motivation is a critical factor influencing the success of English language learners, alongside other elements like attitude, age, and personality Research indicates that highly motivated learners tend to achieve better outcomes in acquiring a foreign language compared to those with lower motivation levels.
With several years of experience teaching English at various language centers and two years at the high school level, I have come to understand that motivation is a crucial factor influencing students' success in language learning, particularly in speaking skills Despite being a well-discussed topic, motivation remains a challenge for Grade 10 students at Thanh Ba High School Therefore, I have chosen to explore the factors affecting motivation in speaking English among these students for my minor thesis This study aims to identify the types of motivation present, examine the factors influencing their speaking abilities, and assess the teaching activities and techniques utilized by educators, along with students' preferences and challenges faced by teachers Ultimately, this research seeks to provide insights into the motivational landscape of Grade 10 students at Thanh Ba High School, offering valuable guidance for teachers aiming to enhance students' motivation in learning to speak English.
Aims of the study
This study aims to explore the factors influencing English speaking motivation among 10th grade students at Thanh Ba High School The key objectives of the research include identifying the primary motivators and barriers that affect students' engagement in speaking English.
(1) To point out some factors affecting students‟ motivation in speaking English
(2) To give some suggestions for teachers to stimulate students in speaking English and overcome the difficulties they have to face with in teaching speaking English for grade 10 students.
Research Questions
1 What are the factors affecting Grade 10 students in learning speaking English?
2 What have teachers done to motivate students in learning speaking English?
Methods of the study
The study primarily employed a qualitative method utilizing two key instruments: follow-up interviews and informal observations All insights, recommendations, and conclusions drawn from the research were based on a thorough analysis of the collected data.
In addition, to make the data collected more reliable and authentic, quantitative method was applied The data collected for the study come from two sources: the
10 th grade students and all teachers of English at Thanh Ba high school
Survey questionnaires, two for students (pre- and post- treatment questionnaires) and one for teachers, were used to gather information and evidence for the study.
Scope of the study
Research on motivation and its impact on second language acquisition has garnered significant attention This study focuses specifically on the factors influencing the English speaking motivation of 10th-grade students at Thanh Ba High School Due to time constraints within the framework of a Master's minor thesis, the researcher aims to provide a concise overview of the current state of English speaking instruction and learning among these students, identify the factors that stimulate their speaking motivation, and explore the techniques and activities employed in their learning process.
3 teachers and students‟ preferences and demands; then suggests some recommendations for teachers to encourage students to speak English and overcome difficulties in teaching speaking.
Significance of the study
This minor thesis provides valuable insights into the types of motivation among grade 10 students, specifically aiding English teachers at Thanh Ba High School It identifies key factors influencing students' motivation in speaking English, highlighting their preferences and needs regarding teaching activities and techniques Additionally, the thesis offers recommendations for teachers to enhance student engagement in speaking English and to address challenges in the teaching process, ultimately benefiting educators in their instructional practices.
Design of the study
The study is divided into three parts: the Introduction, the Development and the Conclusion
Part A: Introduction- deals with the rationale, aims, scope, methods, significance and design of the study
Part B: Development- consists of three chapters
Chapter 1- Theoretical background- is intended to give some theoretical background related to motivation and speaking
Chapter 2- Methodology- presents the situation analysis, participants, data collection instruments, data collection procedures
Chapter 3- Data analysis- analyses collected data
Chapter 4- Major findings, discussions and recommendations
Part C: Conclusion- is a review of the study, suggestions for further research and limitations of the study
THEORETICAL BACKGROUND
Theoretical background of motivation in L2 learning
Motivation plays a crucial role in second language acquisition (SLA), positively correlating with language achievement and proficiency Motivated learners tend to engage actively in the learning process, while those lacking motivation may disrupt classroom dynamics Despite its significance, motivation is challenging to define and measure Atkinson describes motivation as the force that energizes and directs a person's actions, while Dornyei and Otto view it as a dynamic function of thought that initiates and evaluates cognitive and motor processes related to achieving desires Ellis emphasizes that motivation encompasses the attitudes and emotional states that affect learners' efforts in acquiring a second language Similarly, Brown characterizes motivation as an internal drive that compels individuals to act towards achieving their goals.
Researchers have varying definitions of motivation, yet they agree that it involves a combination of effort, desire, and favorable conditions influenced by both internal and external factors This study adopts Gardner's (1982) definition, which identifies three key components of motivation: effort, desire, and affect Effort pertains to the time dedicated to language study and the learner's drive, while desire reflects the learner's aspiration for language proficiency Affect encompasses the emotional responses learners experience during their language learning journey.
According to the point of view of many previous researchers, motivation can be divided into three types: Integrative and instrumental motivation, intrinsic and extrinsic motivation, and resultative motivation
Integrative motivation, as defined by Falk (1978), Finegan (1999), and Lambert (1974), refers to the desire to connect with and assimilate into the culture of the target language In contrast, instrumental motivation focuses on the practical benefits of learning a new language, such as fulfilling educational requirements, enhancing job prospects, obtaining higher salaries, engaging with technical texts, performing translation tasks, or elevating one's social status (Lambert, 1974, cited in Ellis, 1997).
Motivation can be categorized into intrinsic and extrinsic types Intrinsic motivation involves engaging in activities for their own sake, driven by personal pleasure and satisfaction (Deci and Ryan, 1985) In contrast, extrinsic motivation arises from external factors such as praise, awards, and the fear of punishment, as noted by Schulz (1991) Additionally, resultative motivation is linked to the outcomes of learning; Hermann (1980) emphasized that success enhances motivation, while Ellis (1997) highlighted the interactive relationship between motivation and achievement, suggesting that high motivation fosters learning and that perceived success in language learning can sustain and even enhance motivation.
In summary, student motivation can be categorized into two primary types: extrinsic (instrumental) motivation and intrinsic (integrative) motivation Additionally, in certain situations, motivation may be a combination of both types, influenced by the individual desires of the students.
1.1.3 Factors affecting motivation in L2 learning
1.1.3.1 Some previous researches on motivation
Garden, R M I (2013) Factors affecting students‟ academic motivation to achieve Excellence in Level 1 NCEA English (Thesis, Doctor of Philosophy) University of Otago
Ibrahim Abdelrahim Ibrahim Humaida (2012) Motivation to Learn English among College Students in Sudan, , Faculty of Arts & Science-Tabarjal, Aljouf University, King Saudi Arabia
Naghmeh Babaee (2012) Motivation in Learning English as a Second Language, University of Manitoba
Nhung, N.T.M (2003) Motivation and Factors Affecting Motivation in Learning English Writing of the Freshment at the Department of English and Anglo- American culture, VNU-CFL Unpublished MA Dissertation CFL-VNU
Ratanawalee Wimolmas, A Survey Study of Motivation in English Language
Learning of First Year Undergraduate Students at Sirindhorn International Institute ofTechnology (SIIT), Thammasat University, Thailand
Despite numerous studies on motivation and its influence on English learning, most research has concentrated on first-year students or non-English majors, often emphasizing writing skills or general motivation This study aims to specifically identify the factors that affect motivation in learning, with a particular focus on improving English speaking skills.
Dornyei (2001:112- 113) analyzed L2 learning motivation within a framework of three levels, which offers a vast list of motivational components;
(1) Language level involves factors related to the L2 such as the culture, the community as well as practical values and benefits connected with learning L2
The learner level encompasses the unique traits that individuals contribute to their educational experience, including self-confidence, self-efficacy, achievement motivation, causal attributions, perceived second language competencies, and goal orientations.
The learning situation level plays a crucial role in L2 learning, encompassing three key aspects of situation-specific motives within the classroom First, course-specific motivational components involve elements such as the syllabus, teaching materials, teaching methods, and learning tasks Second, teacher-specific motivational components focus on the influence of the teacher's personality, behavior, and teaching style on student motivation Lastly, group-specific motivational components pertain to the dynamics within the learner group, highlighting the importance of peer interactions in the learning process.
1.1.3.3 Williams and Burden’s framework of the L2 motivation
Williams and Burden (1997) identified two key factors influencing L2 learning motivation: internal and external Internal factors include elements such as intrinsic interest, perceived value, sense of agency, mastery, self-concept, attitudes, developmental age, gender, and emotional states like confidence and anxiety In contrast, external factors involve the influence of significant others, including parents, teachers, and peers, as well as the nature of interactions with them, such as feedback and rewards The learning environment also plays a crucial role, encompassing comfort levels, available resources, and class size, while the broader context includes family networks, local education systems, and cultural norms that shape societal expectations (Cited in Dornyei, 2001: 114)
1.1.3.4 Factors affecting student motivation in L2 learning
Recent studies have explored various factors influencing students' motivation in learning a foreign language Two prominent L2 motivation frameworks highlight key elements, including language proficiency, individual learner characteristics, and the context of the learning environment.
Research by Dornyei (2001) and Williams and Burnden (1997) identifies various internal and external factors influencing student motivation Despite differing perspectives among researchers, there is a consensus on several common factors that impact motivation These factors can be categorized into three main groups: those related to the teacher, those pertaining to the students themselves, and those concerning the learning environment.
Students' intelligence and aptitude play crucial roles in language learning Intelligence, as defined by Lightbown and Spada (1999), relates to performance on specific tests, while aptitude encompasses both the inherent capacity for language learning and the ability to process language outside of context (Ellis, 1997) Furthermore, Lightbown and Spada highlight that language aptitude is often characterized by four key factors, including the ability to identify and memorize new sounds.
(2) the ability to understand the function of particular words in sentences, (3) the ability to figure out grammatical rules from language samples and (4) the ability to memorize new words (1999: 53)
Students' personality plays a crucial role in language learning success, as highlighted by various educators According to Ellis (1997), extroverted learners benefit from enhanced interpersonal communication skills and are more likely to engage in oral interactions Supporting this perspective, Lightbown and Spada (1999) identify key personality traits that significantly impact second language acquisition, including extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness.
Learners' age plays a crucial role in language acquisition, with children often outperforming adults in learning a second language (L2) Research suggests that while late starters can grasp the syntax and vocabulary of an L2, they may struggle to achieve native-like fluency, particularly in speaking.
Younger learners have a higher likelihood of achieving native-like proficiency in a second language (L2), while older learners may initially progress more quickly However, over time, younger learners tend to surpass older learners in their overall language skills.
The fourth factor is learning style The term „learning style‟ refers to the characteristic ways in which individuals orientates to problem- solving Keefe
METHODOLOGY
The setting of the study
The study was conducted at Thanh Ba High School in Phu Tho Province, which serves over 1,350 students across 30 classes, primarily from rural villages English is a compulsory subject, yet Grade 10 students face several challenges in learning the language Many students show little interest in English, with only one-fifth considering it for their university entrance exams Additionally, teachers struggle to manage large classes of at least 45 students, making it difficult to provide individualized attention and feedback Students also report discomfort and pressure when using English, as they are not accustomed to lessons being taught entirely in the language Furthermore, the school lacks adequate resources, including a limited library, insufficient reference materials, and essential learning facilities like computers and language labs.
During the 2015-2016 school year, students at Thanh Ba High School engaged with a new syllabus based on a communicative approach, emphasizing multi-skill practice alongside grammar exercises However, with only three weekly English classes totaling 135 minutes, students struggled to adequately develop their skills and expand their vocabulary and knowledge base Additionally, the limited use of English outside the classroom negatively impacted their motivation to learn the language.
To enhance English speaking skills, teachers should implement diverse techniques that engage students' interest in learning This approach not only fosters improved speaking abilities but also contributes to the development of other language skills.
Subjects
Grade 10 students, both male and female, had similar backgrounds, come from villages or town, finished secondary school with 4 years of learning English
Despite having over four years of English education, grade 10 students at Thanh Ba High School exhibit low proficiency in the language Many students, primarily from farming families facing economic challenges, struggle to create an effective learning environment Their responsibilities at home, including farming and household chores, leave them with limited time for homework and extra learning Additionally, parental involvement in their studies is minimal Teachers highlight the lack of a supportive environment for English usage outside the classroom, which contributes to students' reluctance to participate actively during lessons Many students fear making mistakes or receiving poor grades, resulting in few opportunities to practice speaking English.
Thanh Ba High School employs ten English teachers, whose ages range from 24 to 56, each with a minimum of two years of teaching experience All teachers hold a Bachelor's Degree in English and possess English Language Proficiency Certificates at levels B2 and C1 As educators in a rural setting, they face limited opportunities for professional development.
Despite facing challenges such as limited teaching facilities and materials, these dedicated teachers are friendly and committed to their profession They aspire to enhance their English teaching skills and broaden their knowledge, demonstrating a strong desire to support their students in overcoming learning difficulties.
Applying techniques and activities of CLT in teaching speaking at Thanh Ba
The Communicative Language Teaching (CLT) method is implemented at Thanh Ba High School to enhance students' motivation in learning English speaking skills Key activities include encouraging collaboration through pair and group work, employing various speaking techniques, integrating textbooks with relevant materials, and providing regular feedback A cooperative atmosphere is fostered by varying communicative activities, suggesting questions, and utilizing diverse speaking exercises such as dialogue completion, role play, interviews, games, free discussions, problem-solving tasks, sentence construction, question and answer exchanges, picture descriptions, ranking exercises, storytelling, rearrangement activities, and visual aids like pictures, maps, and music.
Participants
The participants for the survey questionnaires were 90 students of two classes (10 A1 and 10 A5) which were selected randomly from class 10 A1 to class 10 A10 and
Ten English teachers participated in a study involving students who have been learning a new syllabus since Grade 6 At the time of the research, the students were in the second term of the school year Observations indicated that their English proficiency and motivation levels were comparable to those of their peers.
Ten teachers of the school were selected to get the objective data Among those teachers, some have had many years of teaching (more than 10 years); some others
18 have just experienced teaching for few years The results from these teachers will give objective view on students‟ motivation in speaking
The survey involved participants completing two types of questionnaires for students and one for teachers Additionally, select students were invited for follow-up interviews to gain a comprehensive understanding of the research topics.
Data collection instruments
This study utilized two questionnaires for students and one for teachers, highlighting the advantages of using such tools as outlined by Bill Gillham Key benefits include low cost, ease of gathering information from a large sample, and the flexibility for respondents to complete them at their convenience The straightforward analysis of closed questions, reduced pressure for immediate responses, and the anonymity of respondents further enhance the effectiveness of questionnaires Additionally, the absence of interviewer bias and the standardization of questions contribute to reliable data collection To ensure comprehension, the student questionnaires were crafted in Vietnamese, incorporating both closed and open-ended questions.
The pre-treatment questionnaire consisted of three main sections with a total of 12 questions Part I gathered personal information from students, including their gender, place of residence, and average English marks from the first term of Grade 10 Part II focused on assessing students' motivation to learn spoken English, evaluating their aptitude, interest, attitude, desire, and effort Finally, Part III aimed to identify various factors influencing students' motivation in learning to speak English.
The post-treatment questionnaire consisted of 12 questions organized into three sections The first part mirrored the pre-treatment questionnaire, while the second part included eight questions designed to assess changes in student motivation following the implementation of new teaching techniques for speaking English The third part focused on gathering insights into the teacher's use of activities in teaching speaking English and the students' preferences regarding these activities.
A survey was conducted among teachers to identify common challenges in teaching spoken English and the strategies they employed to encourage student participation The survey included eight questions divided into two sections: Part I gathered demographic information such as the teachers' gender, age, and years of experience teaching English at the high school level Part II focused on teachers' perspectives regarding student motivation in speaking, as well as the activities and techniques they utilized to enhance student engagement in spoken English.
In this study, survey questionnaires served as the primary research tool, but they came with notable drawbacks, such as the potential for simplistic and superficial responses, unreliable and unmotivated participants, and issues related to literacy Researchers also faced limitations in correcting respondent errors and the halo effect, which can lead to overgeneralizations (Dornyei, Z 2005: 10-13) This is particularly relevant in motivation research, an abstract and attitudinal concept To gain deeper insights, interviews were conducted the week following the post-treatment with ten participants who exhibited significant changes in their attitude and motivation towards learning to speak English The purpose of these interviews was to explore the research questions more thoroughly and to gather additional information on the topics raised in the questionnaires.
The interview questions were organized on a paper sheet, and the interviews were conducted in Vietnamese as informal conversations between the researcher and the students The collected data was recorded, transcribed, and subsequently translated into English for the study's analysis.
In addition to survey questionnaires for teachers and students, class observations were utilized to validate information regarding student motivation and their responses to teaching techniques The researcher conducted 45-minute observations during several English lessons, both before and during the treatment, using a designed checklist to guide the process Key aspects noted included student reactions to the teacher's activities, participation levels, and feedback following the activities.
Data collection procedures
At the start of the second term, a pre-questionnaire was administered to students to assess their "input motivation." Following the analysis of the pre-questionnaire data, teachers implemented new teaching techniques over a four-month period Subsequently, a post-questionnaire was distributed to evaluate changes in student motivation, their attitudes towards the applied techniques and activities, as well as their preferences Additionally, a questionnaire for teachers was conducted after the post-treatment to gather insights on their perceptions of students' motivation in speaking and the effectiveness of the techniques and activities utilized.
Class observations were conducted both prior to and during the treatment to gather essential data for the research Additionally, a follow-up interview with ten participants took place the following week to obtain further insights for the study.
DATA ANALYSIS
Results from students‟ pre- treatment and post-treatment questionnaires
The survey comprised 90 students, with 47 females and 43 males, all hailing from rural areas Notably, 76.7% of participants resided in villages, while 23.3% lived in towns Regarding English language learning experience, approximately 78.9% had studied English for over four years, including four years in secondary school and one semester in high school In contrast, only 21.1% had more than six years of English study, having attended two years of English classes in primary school.
Chart 1 Students‟ average marks in the first semester The subjects had finished the first semester of Grade 10 school year at high school Their average marks in English varied from 3.5 to 9.3 About 48.9% of them had marks from 5 to 6.4, 26.7% from 6.5 to 7.9, 6.6% had got over 8 Meanwhile, 17.8% got marks under 5 (from 3.5 to 4.9) It can be seen that the average marks of the subjects were not too high, which might reflected that they had little concern to English learning
3.1 2 Students’ motivation in learning speaking English
The researcher had mentioned some types of motivation in chapter 1 of this study
In this part, the researcher focused on such types of motivation possessed by Grade
10 students at Thanh Ba high school They were integrative, instrumental, resultative, intrinsic and extrinsic motivation
A compulsory subject in the syllabus and the final exam
Interest in English language, people and culture 19 21.1%
To sing and listen to English songs 19 21.1%
To take university entrance exam in English 30 33.3%
Table 1 highlights the primary motivations for students studying English, with 92.2% indicating that passing the final exam is their main reason, as English is a compulsory subject in school Additionally, 33.3% of students aim to learn English for its significance in university entrance exams Furthermore, 46.7% of students recognize the importance of English for their future careers, acknowledging its role as a vital means of communication in modern life Informal discussions with the researcher revealed that some students focus on learning English speaking skills specifically for their future opportunities.
I study English speaking because I recognize its importance for my future career Proficient English speaking skills enhance my job prospects and increase my chances of securing a higher salary.
- I know when I study at university; I have to study English, too So, why don‟t I study it now? Though I am very busy with studying Math, Physics
23 and Chemistry for my subjects of university entrance exam, I sometimes spend time for English
Approximately 21.1% of participants expressed a keen interest in English, particularly in English culture and its people These respondents indicated that their appreciation for the language was largely influenced by their enjoyment of singing and listening to English songs One interviewee highlighted this connection when responding to the researcher's inquiry.
- I have studied English at secondary school I am truly fond of listening and singing English songs When I listening an English song which I understand it‟s meaning, I feel very satisfied
About 11.1% of the respondents claimed they wanted to study abroad in the future though so far they had not known whether they could achieve their wishes or not; and that was the reason why they tried to study English
The lowest percentage of the students (6.7%) affirmed they were learning English because their average marks in English were higher than that in other subjects
Grade 10 students exhibited a diverse range of motivations for studying English, with the majority displaying extrinsic motivation, primarily aiming to pass exams and meet teachers' requirements due to the subject's compulsory nature A smaller group showed instrumental orientation, motivated by goals such as passing university entrance exams, securing future employment, or studying abroad Additionally, some students were driven by integrative and intrinsic motivations, enjoying the English language and its culture Notably, some students identified with a blend of intrinsic and instrumental orientations Overall, those with extrinsic motivation often felt reluctant to learn English, while students with instrumental and integrative motivations demonstrated a greater eagerness to engage with the language.
3 1 2 2 The changes of students’ motivation on speaking English
Question 2 How is speaking skill important to you?
Chart 2 indicates that prior to treatment, a significant majority of students recognized the importance of English in their studies, with 43.3% rating speaking skills as quite important However, 3.3% of students did not share this perspective, as their motivation to learn English stemmed from external factors rather than personal interest Consequently, it is essential for teachers to implement strategies that engage and motivate students to actively participate in classroom learning.
Chart 2 Students‟ perceived importance of English However, after the treatment, the number of students considered speaking very important increased from 21.1% to 25.5% while the number of students who underestimated the importance of speaking reduced to 6.7 % All students confirmed the important role of speaking to them in the future When talking with the researcher, some students expressed the same opinions: “At first I learnt English speaking in order to get oral marks only, now I am changed, I am studying it for my future”
Question 3 How is your aptitude to learn speaking English?
Chart 3 indicates the changing of aptitude to learn speaking English between pre- treatment and post- treatment Before the treatment, all students seemed not to believe in their capacity of learning English 52.2% estimated their aptitude at low level while only 8.9% believed they had high enough ability Surprisingly, the students with high aptitude were up by 8.9% to 13.3% at the post treatment Similarly, the number of the students believe in their aptitude increased Only the
Only 10% of respondents lacked confidence in their English speaking abilities, believing they could not communicate effectively, even with basic language skills Their self-assessment of foreign language proficiency appeared to be influenced by their first-semester results and perceived future necessity for the language.
Chart 3 Students‟ aptitude to learn English speaking Question 4 How is your attitude to learn English speaking?
Chart 4 Students‟ attitude to learn English speaking
Chart 4 indicates that students generally possess a positive attitude towards English speaking, with over half expressing this sentiment prior to the treatment Following the treatment, there was a slight increase in positive attitudes, as the percentage of students with very low attitudes dropped from 15.6% to 6.7% Additionally, the proportion of students with high positive attitudes rose by 10%, reaching 14.4%.
The study revealed that the percentage of students exhibiting a positive attitude towards learning increased from 43.3% to 51.1%, marking a 7.8% rise Observations indicated that students generally displayed a good attitude towards their education, as they were equipped with essential materials and textbooks, and most consistently focused on the teacher's lectures.
Question 5 How is your effort in learning speaking?
Chart 5 Students‟ effort in learning speaking
Chart 5 reveals that, prior to treatment, while most students expressed a positive attitude towards English speaking, their learning efforts were notably low, with over half reporting low or very low engagement Only 14.5% demonstrated high or very high effort Additionally, classroom observations indicated that student participation in speaking activities was largely involuntary, with minimal involvement in task completion and a reluctance to speak up.
However, after the treatment, the most significant increase was the students with
Recent findings indicate that student effort levels have shifted significantly, with those exerting high effort increasing to 51.1% Conversely, the percentage of low effort students has dropped dramatically from 54.4% to 21.1% This change suggests that students are increasingly recognizing the importance of English speaking skills for their academic success and future opportunities, leading to a greater commitment to learning the language As one student articulated during an interview, the motivation to improve English proficiency is becoming more apparent among peers.
I speak English well, I will be easy to find a job in the future I think so.”
Question 6 How is your desire to learn English speaking?
Results from teacher‟s survey questionnaire (Post-treatment)
Among 10 teachers of English at Thanh Ba high school, there were three male teachers The teachers‟ ages ranged from 23 to 56 years old Their experience of teaching English varied from 2 to 28 years
3 2 2 Teacher’s opinions towards students’ motivation in speaking English
Question1.What do you think of the importance of speaking English to your students?
A recent survey of teachers revealed unanimous awareness (100%) of the significance of speaking in student communication Eighty percent of educators acknowledged that speaking enhances other language skills and linguistic knowledge, highlighting a strong connection between speaking and various competencies They noted that reading enriches vocabulary and background knowledge for speaking, while writing aids in grammar and idea organization Additionally, listening fosters pronunciation, intonation, colloquialisms, and practical speaking models Ultimately, all teachers agreed that speaking not only brings enjoyment to students but also broadens their understanding of the world.
Question 2 Which stages of a speaking lesson do you find that it is necessary to motivate your students?
Table 6 Teacher‟s opinions on students‟ motivation of the speaking stages
As is shown table 7, most of the teachers (80%) agreed that they should motivate students in all stages of the speaking lesson, from presentation stage to production
The teacher plays a crucial role as a motivator throughout the lesson, with only two educators noting that motivation is particularly necessary during the speaking stage, as students appear less engaged in other phases of learning.
3.2.3 Problems teachers often faced in teaching speaking English
Question 3 What problems are you facing with in teaching speaking?
Teachers face significant challenges in teaching speaking, with 80% citing students' reluctance to participate as their primary concern Additionally, 70% of educators reported that large class sizes, typically ranging from 45 to 50 students at Thanh Ba, hinder their ability to manage effectively Furthermore, 60% of teachers struggled with varying proficiency levels among students, where less proficient learners felt intimidated, and more advanced students felt held back This disparity made it challenging to implement uniform activities for all students Lastly, 30% to 40% of teachers expressed dissatisfaction with the limited time allocated for lessons and inadequate teaching facilities, which often left both teachers and students unable to complete necessary tasks.
3.2.4 Techniques and activities applied by teachers
Question 4 How often do you use the following activities in speaking lesson?
Activities Always Often Sometimes Rarely Never
Table 8 Activities applied by teachers by frequency
In Table 9, the majority of teachers frequently utilized group work to address challenges such as student anxiety, reluctance to speak, varying proficiency levels, and large class sizes Group work not only helps manage the classroom but also provides students with more opportunities for dialogue, self-assessment, and leveraging their strengths Additionally, it encourages quieter students, reduces anxiety, balances speaking turns, and fosters interaction While most teachers also employed pair work for similar benefits, students in pairs had fewer opportunities to exchange ideas and learn from peers Conversely, individual work was the least favored method, often resulting in student boredom and a lack of interaction within the classroom.
Question 6 Which of the following techniques do you use to motivate students to speak English?
Combining textbook and relevant materials 6 60
Creating the co-operative atmosphere 3 30
Applying rewards and punishment policy 1 10
Encouraging students to speak by suggested questions
Table 9 Techniques applied by teachers
A significant majority of teachers (90%) utilize diverse communicative activities to engage students and enhance their speaking skills Regular feedback is provided by 70% of teachers through marking and comments, which serve as both evaluation and motivation for students' efforts Additionally, 60% of educators combine textbooks with relevant materials and encourage student participation through suggested questions, fostering engagement, especially on less popular topics Furthermore, 30% of teachers focus on creating a cooperative classroom atmosphere, while only 10% endorse a competitive environment through rewards and punishments Most educators believe that intrinsic motivation cannot be achieved through rewards or punishments, as these methods may lead to tension among students.
Question 7 What do you do to create a good relationship with your students to help them speak better?
Teachers can foster positive relationships with students by adopting friendly, enthusiastic, and tolerant behaviors, as highlighted in a recent questionnaire A significant 80% of educators reported frequently circulating the classroom to provide assistance when needed During collaborative activities, timely and appropriate suggestions from teachers can significantly boost student motivation, especially when their ideas are not embraced by peers Interestingly, none of the teachers preferred methods such as staying seated, hovering near talkative students, or remaining passive while students engage in free discussion.
In short, to create the good relationship with the students to make students interested in speaking, different ways were exploited by most teachers However,
41 the frequency of using these ways depended much on each teacher, especially teacher‟s characteristics
This section presents insights gathered from teachers regarding student motivation, the challenges they encounter in the classroom, and the techniques and activities they frequently implement to enhance learning.