Rationale
English is increasingly vital in today's world, serving as a crucial tool across various fields like science, technology, and diplomacy It acts as a bridge to foster mutual understanding and cooperation among nations globally.
The importance of English in Vietnam has grown significantly since the country became an official member of the WTO in 2006, highlighting its crucial role in global communication and trade.
Recognizing the importance of English, an increasing number of individuals aim to master the language to fulfill their personal objectives However, the most effective methods for teaching and learning English, especially speaking skills, remain a topic of debate It is essential to remember that speaking is the most popular and effective form of communication.
At Haiphong Polytechnics College (HPC), English is deemed essential for students' future career success, particularly in the maritime industry Despite the importance of speaking skills, students often exhibit passivity during speaking lessons, leading to ineffective teacher-student interactions Consequently, students' English proficiency remains insufficient for their roles on international ships after completing their courses.
This study aims to explore effective strategies for motivating first-year students at Haiphong Polytechnics College in their English speaking activities The findings of this minor thesis are intended to enhance student engagement and participation in speaking lessons, ultimately fostering a more dynamic learning environment.
HPC in particular and enhance other students‟ oral and communicative practice in general.
Aims of the study
This study is an attempt to:
1 Investigate the current situation of teaching speaking skill to first-year students at HPC
2 Identify these students‟ demotivating factors in learning speaking skill
3 Propose some suggestions to motivate first-year students in learning speaking skill.
Research questions
1 What is the current situation of teaching and learning speaking skill to and of the first-year students at HPC?
2 What are possible methods to motivate students in speaking activities?
Scope of the study
This study focuses on motivating first-year students at HPC to enhance their English speaking skills Due to time constraints associated with an M.A minor thesis, the researcher aims to provide a concise overview of the current state of English speaking instruction for first-year students It identifies factors that influence students' speaking motivation, examines the techniques and activities employed by teachers, and assesses students' preferences and needs The study also offers recommendations for educators to encourage students to speak English more confidently and to address challenges in teaching speaking skills.
Methods of the study
Quantitative and qualitative methods are used in the study The data collected for the study is from the students at beginning level and the teachers teaching English at HPC
Survey questionnaires are used as the main instrument to collect data and evidence for the study
To enhance the understanding of participants and the learning conditions relevant to the study, the researcher utilized observations from three classes as an additional data collection tool.
Significance of the study
The results from the study are believed to be useful for both teachers and students in teaching and learning speaking skill
This study serves as a valuable resource for enhancing the speaking skills of non-major students at vocational colleges, specifically at HPC.
Teachers can implement recommended strategies to enhance student motivation in speaking skills, while students can discover effective self-motivation techniques for improving their speaking abilities.
Design of the study
This minor thesis consists of three parts:
Part A, Introduction, presents the rationale, aims, research questions and scope of the study The methods, significance and design of the study are also included in this part
Part B, Development, includes three following chapters:
Chapter 1 presents background of motivation and teaching speaking In the chapter, the main approaches to motivation and de-motivation in foreign language teaching are discussed
Chapter 2 provides an overview of the study context, the research approach and information of participants and main instruments applied in the study
Chapter 3 focuses on the documentation and analysis of data derived from the survey questionnaire and classroom observations, providing insights into the findings It also offers recommendations and suggestions aimed at enhancing speaking instruction.
Part C, Conclusion, summarizes major findings; limitations and directions for future research are also provided in this part
LITERATURE REVIEW
Motivation in foreign language learning
Numerous studies on motivation reveal a variety of definitions within the research literature Overall, motivation theories aim to address the complex question of why humans behave in certain ways, indicating that the answers are not simple or straightforward.
Firstly, motivation is 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 specific actions and the factors that influence their decisions It also encompasses the extent to which people are willing to invest effort to reach their goals Therefore, the teacher's role is to assist and empower learners in making informed choices.
According to Dornyei (2001), motivation encompasses the causes and origins of behavior, explaining why individuals choose to engage in certain activities, the effort they exert, and the duration they maintain their pursuits He highlights two key dimensions of human behavior related to motivation: direction and magnitude (intensity).
According to Pintrich and Schunk (2002), motivation is “the process whereby goal-directed activity is instigated and sustained”
Motivation is a psychological trait that propels individuals toward achieving their goals It serves as the driving force behind specific behaviors and actions, essentially representing your personal "WHY."
1.1.2 Types of motivation in foreign language learning
Motivation can be classified in different ways Garder and Lambert (1985) introduced four major types of motivation: Instrumental motivation and Integrative motivation, Resultative motivation and Intrinsic motivation
Instrumental motivation refers to the drive learners have to acquire English as a tool to achieve specific objectives, such as passing oral exams or securing high-paying jobs In this context, motivation stems from external needs and goals.
Integrative motivation: When learners internally want to integrate themselves into the culture of the target language (English)
Resultative motivation refers to the phenomenon where achievement fuels further motivation in learners Research indicates that students who experience success in their educational pursuits often develop a heightened desire to learn Hermann (1980) emphasized that it is success that drives motivation, rather than the other way around Similarly, Ellis (1997) highlighted that the connection between motivation and achievement is interactive, suggesting that each influences the other in the learning process.
Intrinsic motivation is crucial for learners' success or failure, as their classroom experiences significantly influence their attitudes toward language learning and their motivation levels This type of motivation involves engaging in activities for their own sake, driven by the pleasure and satisfaction gained from participation (Deci and Ryan).
Extrinsic motivation involves engaging in behaviors as a means to achieve a specific goal, rather than for their inherent enjoyment (Deci and Ryan, 1985) According to Schulz (1991), extrinsic motivation reflects how the learning environment—including factors like the teacher, materials, curriculum, and learning tasks—can either enhance or hinder a learner's intrinsic motivation to acquire a language.
Bo (2009) asserts that all types of motivation play a significant role in second language learning, each contributing uniquely to learners' progress While it is challenging to determine which type of motivation is the most effective due to their overlapping nature, it is clear that they all facilitate advancement in different ways and to varying degrees.
1.1.3 Some conditions for effective motivation in speaking
In his research, Nunan (1999: 235) pointed out some preconditions for effective motivation:
Supportive environment: including orderly classroom, skilful teacher is skilled in classroom management; students are nonanxious and feel comfortable taking risks, feedback is positive
Appropriate level of difficulty: tasks are neither too easy nor too difficult; students know what they have to do, criteria for success are clear
Meaningful learning occurs when students understand the purpose behind their education, engaging in activities that are relevant and purposeful This approach ensures a clear connection between tasks and objectives, with each new assignment building on previous knowledge By establishing a logical sequence of tasks, students are motivated to participate actively in class, fostering a deeper understanding of the material.
Strategies: motivational strategy is matched to instructional need; particular strategies are not overused; teacher uses a range of strategies; there is a learning- how- to- learn dimension to instruction
Content: students can relate content to their own experience; topics are interesting
1.2 Demotivation in foreign language learning
Dornyei (1998: 143) 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) introduced the concept of "a-motivation," which refers to a significant lack of motivation not stemming from a disinterest in the activity, but rather from feelings of incompetence and helplessness experienced by the individual when engaging in it.
Dornyei (1998) emphasizes that demotivation in foreign language learning does not eliminate all positive influences that initially fostered motivation; rather, it indicates the presence of a significant negative factor that hinders current motivation while some positive motives remain available for activation Understanding these de-motivating factors is crucial for enhancing language acquisition and maintaining learner engagement.
According to Dornyei (1998), factors demotivating students‟ learning are as follows:
The teacher (personality, commitment, competence, teaching method);
Inadequate school facilities (group is too big or not the right level, frequent change of teachers);
Reduced self-confidence (experience of failure or lack of success);
Interference of another foreign language being studied;
Basing on Dornyei‟s study (1998), factors affecting students‟ motivation can be classified into student‟s factors, teacher‟s factors, and teaching and learning conditions
Students' intelligence and aptitude are crucial factors in language learning According to Lightbown and Spada (1999), intelligence is defined as performance on specific tests, while aptitude encompasses both the inherent capacity for language learning and the ability to manage decontextualized language (Ellis, 1997).
According to Lightbown and Spada (1999), language aptitude consists of four key components: the ability to identify and memorize new sounds, understand the function of specific words within sentences, deduce grammatical rules from language samples, and retain new vocabulary effectively.
Students' personality plays a crucial role in language learning success, as highlighted by various language teachers According to Ellis (1997), extroverted learners benefit from enhanced interpersonal communication skills and are more likely to engage actively in oral communication Supporting this view, Lightbown and Spada (1999) identified key personality traits that significantly impact second language acquisition, including extroversion, inhibition, self-esteem, empathy, dominance, talkativeness, and responsiveness.
Teaching speaking skill in foreign language
Florez (1999) defined speaking was “an interactive process of constructing meaning that involves producing, receiving and processing information” It is
“often spontaneous, open- ended and evolving”, but it is not completely
14 unpredictable In other words, “speaking consists of producing systematic verbal utterances to convey meaning” (Balley, 2005:2)
Bygate (1997) emphasized that speaking is a vital skill deserving equal focus as literacy Often perceived as a less prestigious form of expression, speaking is frequently undervalued This may stem from the fact that most people can speak, leading to an underappreciation of the skill Mackey (1965) also supported this perspective, highlighting the importance of recognizing and developing speaking abilities.
Oral expression requires the correct use of sounds, rhythm, and intonation, along with a precise selection of words and inflections to effectively convey meaning As noted by Mackey, students aiming to excel in speaking must choose appropriate forms, arrange them correctly, emulate native pronunciation, and accurately express intended meanings.
1.3.2 Approaches to the teaching of speaking
The Grammar-Translation Method focuses on analyzing grammar and translating between languages, but it falls short in preparing students for speaking English This approach is not suitable for those aiming to enhance their speaking skills, as it does not align with the goals of improving fluency, oral production, or communicative competence In lessons using this method, speaking primarily involves reading translations aloud or performing grammar exercises, leaving minimal opportunities for students to express original thoughts or personal feelings in English.
The direct method and audiolingualism
The Direct Method prioritizes everyday vocabulary and sentences, as noted by Richards and Rodgers (1986), with lessons conducted entirely in the target language This approach emphasizes oral communication, introducing new teaching points verbally rather than through written means, thereby focusing heavily on speaking skills.
15 listening, which were practiced “in a carefully graded progression organized around question and answer exchanges between teachers and students”
The Audiolingual Method was significantly shaped by the direct method, as noted by Nunan (2003) This approach emphasizes speaking through repetition of sentences and memorization of dialogues from textbooks A key feature of the Audiolingual Method is repetition drills, which help students become familiar with the sounds and structural patterns of the language Lessons typically follow a structured sequence of presentation, practice, and production.
The Communicative Language Teaching (CLT) approach emerged as a response to the limitations of traditional methods like Grammar Translation, Direct Method, and Audiolingualism, which failed to facilitate fluent communication in real-life situations (Ellis, 1990:29) CLT aims to develop communicative competence, encouraging learners to actively contribute and engage in independent learning This method promotes interaction among small groups to enhance language use, information sharing, and meaning negotiation By shifting from teacher-centered to learner-centered classrooms, CLT boosts learners' motivation and incorporates various learning strategies Key features of CLT include interaction-based activities such as role-plays and information gap tasks, with pair and group work being integral to its lesson structure.
1.3.3 The roles of the teacher in different stages of teaching speaking
Byrne, D (1986) stated three stages of teaching speaking: the presentation stage, the practice stage and the production one In each stage, the role of the teacher is different
During the presentation stage of a lesson, the teacher assumes the role of an informant, introducing new concepts in a clear and memorable manner While students listen and strive to comprehend the material, the teacher remains the focal point of the session It is essential for the teacher to manage their time effectively, ensuring that students have ample opportunity to practice independently.
During the practice stage, students take the lead in speaking, while the teacher focuses on facilitating meaningful and memorable practice opportunities This role contrasts sharply with that of the presentation phase, as the teacher acts like a skilled conductor, ensuring each student participates and monitoring their performance for quality.
In the final production stage of language learning, the teacher adopts the role of manager and guide, allowing students to use language freely and express their own ideas While mistakes may occur, they are not significant; the focus is on encouraging students to realize the personal value of their learning and to continue their language journey Progress may appear inconsistent, making it challenging for teachers to assess performance as easily as in earlier stages Therefore, flexibility, tolerance, patience, and a deep understanding of learners' difficulties are essential for successful teaching in this phase.
In conclusion, Chapter 1 has provided a theoretical foundation on motivation and demotivation, exploring key concepts and ideas relevant to the study It has also examined various factors influencing students' speaking motivation The subsequent chapters will detail the methodology, procedures, and results of the study, informed by the theories discussed.
METHODOLOGY
Context of the study
Founded in 2001, HPC began as a small private vocational school with just 200 students enrolled in ship navigation and marine engine operation Over nearly 15 years, it has grown into a prominent vocational college in Haiphong, offering 21 majors and serving 6,000 students from 26 provinces across Vietnam Despite this expansion, ship navigation and marine engine operation remain the college's core programs, successfully training thousands of qualified sailors for the shipping industry.
English is a mandatory subject in the college curriculum, particularly vital for students in specific majors who will pursue careers on international ships after graduation The college's English program includes a comprehensive General English component, ensuring students are well-prepared for their future roles in the global maritime industry.
First-year students engage in 120 class hours focused on English for communicative purposes, while second and third-year students participate in 240 class hours of English for Specific Purposes (ESP) The curriculum for freshmen emphasizes foundational grammar and vocabulary relevant to everyday situations, alongside developing four essential language skills using the primary textbook, “Language in Use” (Beginner).
The researcher and other teachers are full-time teachers of English at the college Most of them teach general English and have at least five years of teaching experience
HPC students hail from 26 provinces across Vietnam, predominantly from rural areas such as Thai Binh, Nam Dinh, Thanh Hoa, and Nghe An, particularly in the Navigation and Marine Engine Operation Department While some students have been studying English for seven years, others lack English proficiency due to their previous education in French or Russian Overall, the English language skills among students vary significantly.
18 proficiency is at beginning level with basic knowledge of grammar and their language skills are very bad
To find answers to the research questions, the study collects data from survey questionnaires and classroom observation
A questionnaire is a widely used tool for gathering extensive and detailed information It is simple to create and enables researchers to collect a significant amount of data in a short timeframe.
Along with questionnaire, observation is applied to help the researcher clarify information which cannot be provided in the questionnaire
The questionnaire is designed with two main parts and includes four questions
Part 1 is to get students‟ information about their age, place of birth, the duration they have learnt English
Part 2 is designed to collect information on students‟ current situation of English speaking learning at HPC and factors affecting their motivation in speaking lessons
The purpose of the questionnaire is to obtain a snapshot of students‟ motivation in learning English speaking, their problems, preference, and their expectations on teachers
The questionnaire is designed with two main parts and includes four questions The first part is to get personal information about the teachers (gender, age, teaching experience)
The second part of the study consists of four questions aimed at assessing teachers' current teaching methods and identifying the challenges they face in teaching speaking skills to first-year students The researcher will use this information to provide tailored suggestions that enhance teaching practices and ultimately motivate students during speaking lessons.
To enhance the reliability of the study, the researcher conducted observations at HPC during the second semester of the 2013-2014 school year The observations focused on the class performance of three different classes within the Marine Engine Department, with each observation session lasting three class hours.
135 minutes) Teachers have taken notes on the activities of the class
Sixty male first-year students from five classes in the Navigation and Marine Engine departments participated in the research Most of these students hail from northern rural provinces of Vietnam Despite having studied English for three to seven years in high school, placement test results indicate that their English proficiency remains low, with only a few achieving an elementary level.
Out of fourteen teachers from the English department, ten have a minimum of five years of experience, specializing in both general English and English for Specific Purposes (ESP) With an average age of thirty-two, these educators are currently instructing general English courses focused on Marine Engineering and Navigation during the second semester of the 2013-2014 academic year They hold degrees from various universities in Vietnam, including the University of Language and International Studies, Hai Phong Private University, and Hai Phong University, and despite their diverse backgrounds, they share several commonalities in their teaching approaches.
Twenty teachers exhibit a strong enthusiasm for teaching and a keen eagerness to learn from experienced educators They are actively participating in intensive training courses to enhance their skills So far, five teachers have successfully earned their Master's degrees, while one is currently preparing for his MA graduation thesis.
Data collection occurred over six weeks during the third month of the second semester of the 2013-2014 school year, coinciding with students completing two-thirds of the term This period provided insights into the challenges faced by first-year students in learning English at the HPC.
In the initial two weeks, sixty first-year students from five classes in the Marine Engine and Navigation department were given questionnaires to complete within 15 minutes The researcher provided a thorough explanation of the study's purpose and significance, ensuring that students understood the questions and how to respond Additionally, the researcher addressed all student inquiries to clarify the questionnaire content during the completion process.
Next week, a survey will be distributed to ten teachers who instruct first-year students in English speaking skills within the Marine Engine and Navigation department, allowing them ten days to complete it.
In the last three weeks, the classroom performance was observed The detailed notes were kept and interpreted, and then the results were drawn out.
Questionnaire for the students
The questionnaire is designed with two main parts and includes four questions
Part 1 is to get students‟ information about their age, place of birth, the duration they have learnt English
Part 2 is designed to collect information on students‟ current situation of English speaking learning at HPC and factors affecting their motivation in speaking lessons
The purpose of the questionnaire is to obtain a snapshot of students‟ motivation in learning English speaking, their problems, preference, and their expectations on teachers.
Questionnaire for the teachers
The questionnaire is designed with two main parts and includes four questions The first part is to get personal information about the teachers (gender, age, teaching experience)
The second section includes four questions aimed at assessing teachers' current teaching methods and the challenges they face when teaching speaking to first-year students The researcher will utilize this information to provide tailored suggestions that can enhance teaching strategies and better engage students during speaking lessons.
Observation
To enhance the reliability of the study, the researcher conducted observations at HPC during the second semester of the 2013-2014 school year This involved monitoring the performance of three classes within the Marine Engine Department, with each observation session lasting three class hours.
135 minutes) Teachers have taken notes on the activities of the class
Sixty male first-year students from five classes in the Navigation and Marine Engine departments participated in the research Most of these students hail from rural areas in northern provinces of Vietnam Prior to college, they had studied English for three to seven years in high school; however, placement test results indicated that their English proficiency remains low, with only a few achieving an elementary level.
Ten out of fourteen teachers from the English department have a minimum of five years of teaching experience in both general English and English for Specific Purposes (ESP) Averaging thirty-two years in age, they are currently instructing general English courses focused on Marine Engineering and Navigation during the second semester of the 2013-2014 academic year These educators have graduated from various universities in Vietnam, including the University of Language and International Studies, Hai Phong Private University, and Hai Phong University, and despite their diverse backgrounds, they share many commonalities.
The enthusiasm for teaching and eagerness to learn from experienced educators are evident among the faculty, who actively participate in intensive training courses To date, five teachers have successfully earned their Master's degrees, while one is currently preparing for his MA graduation thesis.
Data collection occurred over six weeks during the third month of the second semester of the 2013-2014 school year, coinciding with students completing two-thirds of the term This period provided insights into the challenges faced by first-year students in learning English at HPC.
In the initial two weeks, questionnaires were distributed to sixty first-year students across five classes in the Marine Engine and Navigation department Each student was given 15 minutes to complete the questionnaire, during which the researcher explained the study's purpose and significance Additionally, the researcher assisted students in understanding the questions and provided clarification for any inquiries they had while filling out the questionnaire.
Next week, a survey will be distributed to ten teachers who instruct first-year students in English speaking skills within the Marine Engine and Navigation department, allowing them ten days to complete it.
In the last three weeks, the classroom performance was observed The detailed notes were kept and interpreted, and then the results were drawn out
DATA ANALYSIS AND DISCUSSIONS
Results from students’ questionnaire
The initial section of the study collects participants' demographic information, including age, hometown, and duration of English language learning Among the 60 students surveyed, 75% hail from rural areas, while only 25% are from urban settings The average age of the participants is 20.95 years, which is three years older than the typical age of first-year students.
For English learning duration, 75% students had been learning English for 7 years, 15% for 3 years and 10% for nearly one year
Question 1: What is/are your purpose(s) of learning English?
A survey of students revealed their primary purposes for learning English, with a significant 96% indicating the need to prepare for future job opportunities Additionally, 60% aim to communicate effectively with foreigners, while 50% focus on survival skills in English-speaking countries The desire to learn about English-speaking cultures was expressed by 30%, and 45% seek entertainment through the language Furthermore, 25% of students are motivated to achieve good exam results, and 15% are learning to meet college requirements.
The data indicates that the primary motivation for students learning English is to prepare for future job opportunities, with 60% aiming to communicate with foreigners Additionally, 45% of students pursue English for entertainment, while 15% do so to meet college requirements, and 25% seek to achieve good exam results Notably, 50% of respondents expressed a desire to survive in English-speaking countries, and 30% aimed to learn more about these countries Overall, the findings highlight that students are driven by both integrative and instrumental motivations, reflecting a diverse range of reasons for learning English.
3.1.3 Demotivating factors in a speaking lesson
Question 2: What are your main demotivating factors in a speaking lesson?
Table 2: Students’ main demotivating factors in a speaking lesson
Students identify several key factors impacting their speaking abilities, with low language proficiency being the most significant at 90% A lack of confidence follows closely at 70%, while mother-tongue interference affects 33% of students Group dynamics also play a role, with 30% citing the attitudes of group members as a concern Unenthusiastic teachers were noted as a non-factor, while 28% of students felt that teachers' interference hindered their speaking Additionally, unsuitable speaking topics and textbook content were issues for 15% and 40% of students, respectively Boring speaking activities and a stressful classroom atmosphere were significant challenges for 52% and 55% of students Finally, class size was a concern for 25% of respondents.
According to Table 2, the primary cause of students' demotivation in speaking lessons is low language proficiency, affecting 90% of students The second significant factor is a lack of confidence, impacting 70%, followed by a stressful classroom atmosphere at 55% Additionally, boring speaking activities contribute to 52% of the demotivation Other factors include unsuitable book content and mother-tongue interference, affecting 40% and 33% of students, respectively Additional influences are crowded classrooms, teacher interference, group member attitudes, and unsuitable speaking topics Overall, the main demotivating factors in speaking lessons primarily stem from the students themselves and their learning environment.
3.1.4 Activities used by teachers and students’ preferences
Question 3: What activites below does your teacher use to motivate you in a speaking lesson? What activities do you like?
Table 3: Teachers’ activities and students’ preferences
A recent survey on students' preferences revealed significant insights into their learning styles An overwhelming 85% of students favored games as a teaching method, while 95% appreciated the use of teaching aids such as projectors and video players Additionally, 90% found the provision of useful language for speaking tasks essential Role play was favored by 65%, and 93% preferred engaging in authentic situations Discussion activities, whether in pairs or groups, garnered support from 83% of students Furthermore, 80% enjoyed alternating between English and Vietnamese during speaking exercises, while 80% valued compliments in the learning process Lastly, 80% of students expressed interest in post-activities like questioning and interviewing to reinforce their learning.
Table 3 reveals that the majority of students favor activities incorporating modern teaching aids (95%), authentic situations (93%), useful language for speaking tasks (90%), and games (88%) Additionally, discussion (83%), compliments (80%), and post-activities (80%) are also popular among some students, while alternating English and Vietnamese speaking (70%) and role play (65%) attract interest However, there is a discrepancy between the activities implemented by teachers and those preferred by students, indicating a preference for the Communicative Language Teaching method that enhances student engagement and communicative competence This gap highlights the need for teachers to align their speaking activities with student preferences to improve teaching effectiveness.
3.1.5 Students’ expectation on teachers’ teaching
Question 4: What do you expect your teachers to do to motivate you to speak in English speaking lessons?
Table 4: Students’ expectation on teachers’ teaching
In a recent survey, students expressed their preferences for classroom engagement, highlighting several key areas An impressive 85% of students favor the opportunity to choose discussion topics, while 75% appreciate having more time for pair or group work Additionally, 90% value speaking tasks that align with their individual abilities, and 80% prefer a variety of speaking activities However, only 33% want to select partners who share their opinions, with a mere 10% suggesting other preferences These insights reveal the importance of student autonomy and tailored learning experiences in enhancing classroom participation.
According to the data presented in Table 4, a significant 90% of students anticipate that teachers will provide speaking tasks that align with their abilities Additionally, 85% of students believe that allowing them to select discussion topics can enhance their speaking participation during lessons Furthermore, 80% of students feel that incorporating a variety of speaking activities will boost their motivation to engage in speaking exercises The findings also indicate that students are more likely to speak if teachers allocate more time for pair or group work, although only 33% of students share this perspective.
25 that if they can choose partners who share the same opinion with them they will be more ready to speak
Providing students with speaking tasks that match their abilities and allowing them to choose discussion topics significantly enhances their ability to express ideas freely and creatively Additionally, teachers should dedicate more time to diversifying speaking activities, designing tasks that cater to students' skill levels, and facilitating more opportunities for pair and group work to encourage active participation in speaking lessons.
Results from teachers’ questionnaire
All 10 teachers in the survey are female and their average age is 32.3 Their experience of teaching English varied from 3 to 17 years and their average time of teaching speaking is 9.1 years The textbook “Language in Use” - Beginner- has been used as the textbook since 2010; therefore, they have taught this textbook for four years
3.2.2 Teacher’s opinions towards teaching English speaking and students’ motivation in speaking English
Question 1 Which stage of a speaking lesson do you think necessary to motivate students?
Table 5: Teacher’s opinions on teaching English speaking and students’ motivation in speaking English
Stages Teachers Rate a The warm-up stage 1 10% b Pre-speaking stage 0 0% c While-speaking stage 0 0% d Post-speaking stage 0 0% e All above mentioned stages 9 90%
According to Table 7, a significant majority of teachers, specifically 90%, believe that motivating students is essential throughout all phases of the speaking lesson, encompassing the warm-up to the post-speaking stages In contrast, only one teacher suggested that motivation was necessary solely during the warm-up stage.
Question 2 Which teaching methods do you currently apply to teaching English now?
Table 6: Teachers’ current teaching method
Teachers Rate a Communicative language teaching 6 60% b Audio-lingual 0 0% c Grammar-translation 1 10% d Combination:
Communicative language teaching & Grammar-translation 3 30%
According to Table 7, 60% of participants utilize communication teaching methods, while 30% employ a combination of approaches in their English lessons The majority of teachers surveyed favor a blend of communicative language teaching and grammar-translation, with only one teacher (10%) relying solely on grammar-translation This indicates a growing emphasis on teaching speaking skills at HPC; however, a crucial question arises regarding the effectiveness of speaking instruction among the predominantly communicative teaching methods used by these educators.
3.2.4 Difficulties in teaching English speaking
Question 3 What are your difficulties in teaching English speaking for
Table 7: Difficulties teachers often faced in teaching English speaking
Teachers face several challenges in the classroom, with 100% reporting students' low English proficiency as a significant issue Additionally, 70% of educators highlight a lack of motivation among students when it comes to speaking skills, while 70% also note the absence of adequate teaching aids Laziness in pair and group work affects 60% of students, and multi-level classes present difficulties for 60% of teachers Unequal participation is a concern for 50% of educators, and overcrowded classrooms impact 40% Lastly, unsuitable class hours are an issue for 20% of teachers.
The survey reveals that all teachers face challenges in teaching speaking skills, with 100% acknowledging their students' low English proficiency Additionally, 70% of teachers cite a lack of motivation and teaching aids as significant obstacles Other difficulties include students' reluctance to engage in pair and group work (60%) and the challenges posed by multi-level classes (60%) Furthermore, 50% of teachers report issues with unequal student participation, while 30% believe that overcrowded classrooms hinder effective teaching, and 20% attribute difficulties to unsuitable class hours Overall, the primary challenges stem from student-related factors and the learning environment.
3.2.5 Techniques and activities applied by teachers
Question 4 Which of the following techniques do you use to motivate students to speak English?
Table 8: Techniques applied by teachers in motivating students
Teachers rate various techniques for enhancing speaking skills, highlighting the importance of providing students with useful language for speaking tasks, which received a perfect score of 100% Supplementary materials are also crucial, garnering an 80% rating, while regular feedback and allowing students to talk freely each scored 70% Creating a natural speaking environment (40%) and designing speaking tasks that match students' abilities (40%) are essential for fostering effective communication Additionally, varying communicative activities flexibly (60%) and applying visual and audio aids (50%) contribute to a more engaging learning experience Finally, offering interesting topics (50%) and establishing a cooperative atmosphere (30%) further support student engagement and motivation.
According to the statistics presented in Table 9, 100% of teachers prioritize providing students with useful language for speaking tasks as a key motivational strategy Additionally, 80% of educators utilize supplementary materials to enhance the appeal of speaking lessons Classroom observations indicate that these methods make lessons more engaging for students Furthermore, 70% of teachers believe that allowing students to speak freely while providing regular feedback effectively motivates them Sixty percent of teachers feel that varying communicative activities can capture students' attention, while half (50%) opt for interesting topics and visual or audio aids to create a less stressful classroom environment Only 30% of teachers consider fostering a cooperative atmosphere and offering rewards as effective motivational techniques, with the remaining 40% holding different views.
Teachers aim to motivate students by fostering a natural speaking environment and tailoring speaking tasks to their abilities However, analysis of student results reveals a significant disconnect between the motivational techniques employed by teachers and the expectations of students in speaking lessons.
Findings and discussions
According to the results collected from two questionnaires distributed to sixty students and ten teachers and researcher‟s observation at HPC, some findings can be categorized in the following sections:
3.3.1 The current situation of learning speaking of first-year students at Haiphong Polytechnics College
Data analysis reveals that most first-year students at HPC are learning to speak English primarily to prepare for their future careers Additionally, they aim to communicate with foreigners and enhance their survival skills in foreign countries Consequently, it can be concluded that these students view English speaking as a tool rather than a personal interest, which poses a challenge for teachers in motivating them to engage more deeply in their speaking studies.
Secondly, the statistics from data analysis also point out four main demotivating factors which students face when they learn speaking: a Low language proficiency
A primary barrier to student participation in English speaking lessons is their low proficiency level, as indicated by placement tests showing most first-year students are at the beginning stage Furthermore, survey statistics reveal that reliance on their mother tongue negatively affects their engagement in speaking activities.
The second factor impacting students' participation in speaking lessons is their fear of judgment, which often leads to shyness and reluctance to speak Students worry about being laughed at by their peers when they make mistakes or when called upon by their teachers This anxiety is exacerbated by a stressful classroom atmosphere, further hindering their willingness to engage in discussions.
Class observations indicate that having thirty-five to forty-five students per class, combined with five-hour English lessons, fosters a stressful environment for both teachers and students This overwhelming classroom size and extended lesson duration hinder effective concentration, ultimately diminishing the overall effectiveness of teaching and learning Additionally, the presence of monotonous speaking activities further contributes to disengagement in the classroom.
Survey results indicate that certain teaching methods significantly demotivated students during speaking lessons Over half of the students reported losing interest due to the teacher's monotonous activities Additionally, the topics assigned were perceived as unengaging, with more than half of the students finding them boring and uninteresting.
First-year students face various challenges in their speaking skills, primarily stemming from personal factors and the overall learning and teaching environment.
The survey results indicate that the majority of students prefer to have the freedom to select relevant discussion topics, spend more time collaborating in pairs and groups, and receive engaging speaking tasks from their teachers These activities significantly enhance students' ability to express their ideas freely and creatively.
To enhance student motivation in speaking lessons, teachers should flexibly diversify speaking activities to prevent boredom and better address students' needs.
3.3.2 The current situation of teaching speaking for first-year students at Haiphong Polytechnics College
Beside student‟ factors in learning speaking; the data analysis also points out some teacher‟s factors in teaching speaking:
A significant number of teachers utilize communication teaching methods; however, class observations reveal that many still prioritize the grammar-translation approach, focusing more on accuracy and form rather than fluency While some educators attempt to blend communicative language teaching with traditional grammar-translation methods, this combination often proves ineffective.
Class observations indicate that some teachers prioritize explaining grammatical rules during speaking lessons, which can be beneficial if timed appropriately However, excessive focus on grammar reduces students' speaking time and hinders their engagement in lessons Consequently, students miss out on opportunities for creative and active learning Survey results reveal that a significant percentage of students desire more time for pair and group work in speaking activities.
While most teachers acknowledge the importance of motivation throughout all stages of speaking lessons, they often focus primarily on the warm-up stage, neglecting the post-speaking stage This oversight highlights the need for educators to recognize and address these shortcomings in their teaching practices.
Teachers’ difficulties in teaching speaking
A recent survey reveals that teachers face significant challenges in teaching speaking skills to students, primarily due to large class sizes and students' low English proficiency and lack of motivation These issues are interconnected, making it difficult for educators to implement effective speaking tasks and engage students in lessons Additionally, the overcrowded classrooms, often containing between thirty-five to forty-five students, hinder teachers' ability to manage participation effectively Furthermore, the absence of adequate teaching aids further diminishes the effectiveness of their instruction.
Speaking motivational activities employed by teachers and students’ preferences
Most students favor teachers who utilize modern teaching aids, as these enhance lesson engagement However, only a limited number of teachers can implement such tools due to teaching conditions Authentic situations also capture students' interest, providing valuable real-life knowledge, yet only 65% of teachers incorporate this approach Activities that offer useful language for speaking tasks are popular among students, but again, only 65% of teachers use them Students enjoy interactive methods like games and discussions, which alleviate classroom stress and foster understanding While activities such as compliments, post-activities, and role plays are preferred by students, they are not regularly employed by teachers Overall, there is a strong preference for communicative teaching methods that promote interaction among teachers and students.
Teachers’ techniques of motivating students in speaking lessons
The techniques applied by most teachers in motivating students are providing students with useful language for the speaking tasks and using supplementary
33 materials It shows that teachers depend mainly on teaching material in motivating their students which will gradually make students reluctant in speaking
Many educators employ two effective techniques: allowing students to engage in open discussions and providing consistent feedback These methods enhance speaking opportunities tailored to students' abilities while also motivating them through regular constructive feedback.
To enhance student participation in speaking lessons, teachers should create engaging activities, adapt communicative exercises, and introduce captivating topics These teaching strategies can effectively motivate students and break the monotony of traditional learning However, survey results indicate that only 50% of teachers implement these methods, and feedback from students shows that the activities provided are often uninteresting and misaligned with their abilities.
Conclusions
At HPC, teaching speaking skills is a significant concern for educators, as challenges often arise in motivating students during speaking activities and enhancing their speaking abilities This study aims to address these issues by exploring effective strategies to engage students and improve their speaking proficiency.
1 What is the current situation of teaching and learning speaking skill for and of first-year students at HPC?
2 What are possible methods to motivate students in speaking activities?
To assess the current state of speaking skill instruction for first-year students at HPC, the researcher conducted two survey questionnaires targeting English teachers and students in the Navigation and Marine Engine department The data gathered from these surveys provided valuable insights into the teaching and learning dynamics of English for first-year students at HPC, leading to several key conclusions.
The type of motivation that first-year students are possessing is instrumental motivation They consider learning English as an instrument for their future career
Students are dealing with some factors preventing them from participating in speaking activities These factors come from students themselves, teachers and learning condition
Teachers currently employ communicative language teaching methods but face challenges in teaching speaking skills to first-year students Despite implementing various activities and techniques to engage students during speaking lessons, the feedback from students has not met their expectations.
Based on the findings, the researcher presents recommendations for teachers, students, and college rectors to improve collaboration in teaching and learning speaking skills These suggestions encourage students to engage in self-study and take an active role in their learning, while urging teachers to foster creativity, flexibility, and enthusiasm in their teaching methods Additionally, the college rector is called upon to support the renovation of training programs and teaching materials to enhance the overall educational experience.
This study aims to serve as a valuable resource for teaching speaking skills to non-major students at vocational colleges, with a specific focus on HPC.
Limitations of the study
This study investigates the motivation for speaking English among first-year students at HPC, but it has several limitations It focuses exclusively on students from two departments, excluding the entire college population Additionally, the research is centered solely on speaking skills, neglecting other important areas such as listening, reading, and writing The limited timeframe also restricts the application and evaluation of new teaching methods for enhancing speaking skills Consequently, the researcher can only provide suggestions for teachers, students, and the college rector without assessing the impact of the current textbook on speaking instruction These limitations may affect the overall reliability of the findings.
Suggestions for further study
With above limitations, the following suggestions are proposed to make the research more reliable and applicable for college training program:
Students of all levels in the college should be included
New teaching methods should be carried out and their effectiveness in teaching and learning skill should be also evaluated
The effect of speaking motivation on other skills such as listening, reading and writing should be considered as a focus of the study
Textbook evaluation should be carried out to improve the effectiveness of the textbook in teaching speaking for first-year students
1 Alison, J (1993) Not Bothered? Motivating Reluctant Language Learners in
2 Ames, C., & Ames, R (1989) Research in motivation in education San
3 Bailey, K.M (2005) Practical English Language Teaching: Speaking
4 Bo W (2009) Motivation and Language Learning Asian Social Science –
5 Brown, H.D (1994) Teaching by principles :An Interactive Approach to Language Pedagogy New Jersy: Prentics Hall Regents
6 Bygate, M (1997) Speaking (6 th ed.) Oxford University Press
7 Byrne, D (1986) Teaching Oral English Longman
8 Crookes G & Schmidt R.W (1991) Motivation: Reopening the research agenda Language learning, 41 (4), 469-512
9 Csikszentmihalyi, M (1997) Intrinsic motivation and effective teaching: A flow analysis In J L Bess (Ed.) Teaching Well and Liking It:
Motivating Faculty to Teach Effectively Baltimore: Johns Hopkins University Press, 72-89
10 Deci, E L & Ryan, R M (1985) Intrinsic motivation and self- determination in human behaviour Plenum, New York
11 Dornyei, Z (1998) De-motivation on foreign language learning Pape presented at the TESOL‟98 Congress, Seattle,WA, March
12 Dornyei, Z (2001a) Motivational strategies in the Language Classroom
13 Dornyei, Z (2001b) Teaching and researching motivation Edinburgh: Pearson Education Limited
14 Doryei, Z (2003) Questionnaires in Second Language Research Lawrence Erlbaum Associates, Inc
15 Ellis, R (1990) Instructed Second Language Acquisition Learning in the Classroom Oxford, Cambridge
16 Ellis, R (1997) Second Language Acquisition Oxford University Press
17 Florez, M A (1999) Improving Adult English Language Learners’ Speaking Skills ERIC Digest (ERIC Document Reproduction Service No
18 Gardner, R.C & Lambert, W.E (1972) Attitudes and motivation: Second language learning Newbury House
19 Gardner, RC (1985) Social Psychology and second language learning: The roles of attitudes and motivation London: Edward Arnold
20 Good, T.L & Brophy J.E (1994) Looking in Classrooms (6th Ed.)
21 Gillham, B (2000) Developing Questionnaire Continuum, London and
22 Harmer, J (2001) The Practice of English Language Teaching Longman
23 Hermann, G (1990) Attitudes and success in children’s learning of English as a second language: The motivational versus the resultative hypothesis
24 Hoang Duc Doan (2006) Motivation in learning English speaking of the second year tourism major students at Tourism and foreign language Department, Sao Do College of Industry, VNU-ULIS, Unpublished M.A
25 Keefe, J.W (1979) Learning Style: An Overview In NASSP’s Student Learning Styles: Diagnosing and Prescribing Programs Reston, VA:
National Association of Secondary School Principals, 1\u201317
26 Kumar, R (1996) Research Methodology London: Longman
27 Lightbown, M.P., Spada, N (1999) How Language are learned Oxford
28 Little, D., Singleton, D & Silvius, W (1984) Learning second languages in
Ireland: Experience, attitudes and needs Dublin Trinity College, Centre for
29 Luu Thi Lan (2008) Factors affecting motivation in learning speaking English of grade 10 students at Yen Dinh 1 high school VNU-ULIS, Unpublished M.A Thesis
30 MacIntyre, P D (1999) Language anxiety: A review of the research for language teachers In D.J Young (Ed.) Affect in Foreign Language and
Second Language Learning Boston, MA: McGraw-Hill, 24-45
31 Mackey W F (1965) Language Teaching Analysis Longmans
32 Nunan, D (1999) Second Language Teaching & Learning Heinle& Heinle
33 Nunan, D (2003) Listen In Second Edition Boston: Thomson Learning
34 Oxford & Rebecca, L (1998) The unraveling tapestry: Teacher and course characteristics associated with demotivation in the language classroom Demotivation in foreign language learning Paper presented at the TESOL
35 Pintrich, P R., & Schunk, D H (2002) Motivation in education: Theory, research, and applications (2nd ed.) Upper Saddle River, NJ: Prentice Hall
36 Richards, J C & Rodgers, T (1986) Approaches and methods in language teaching: A description and analysis Cambridge University Press
37 Schulz, R (1991) Bridging the Gap between Teaching and Learning Sally Magnan Boston: Heinle and Heinle
38 Tsui, A.B.M., (1996) Reticence and anxiety in second language learning In:
K Bailey, D Nunan, (Eds.) Voices from the language classroom (pp 145-
39 Williams, M & Burden, R (1997) Psychology of language teachers
This survey aims to investigate effective strategies for motivating first-year students in speaking activities Your participation in completing the questionnaire is greatly valued, and all responses will be used exclusively for research purposes, ensuring confidentiality and privacy.
Thank you very much for your cooperation!
3 How long have you been learning English? year(s)
II Current situation of learning speaking at Haiphong Polytechnics College
1 What is/are your purpose(s) of learning English a To communicate to foreigners b To know about English-speaking countries c To prepare for survival in English speaking countries d To entertain e To fulfill the college requirements f To get good results at the exams g To prepare for the future job h Other (please specify):
2 What are your main demotivating factors in a speaking lesson? a Unthusiastic teachers b Stressful classroom atmosphere c Crowded class d Unsuitable speaking topics e Boring speaking actitivities f Unsuitable textbook content g Low language proficiency h Attitudes of group members i Lack of confidence j Teacher‟s inference in your speaking k Mother-tongued inference l Other (Please specify):
3 What activities below does your teacher use to motivate you in a speaking lesson? What activities do you like?
Activites Teacher Preference a Role play b Discussion (in pair, in group…) c Providing useful language for the speaking tasks d English and Vietnames speaking alternatively
III e Games (at warm-up stage, …) f Compliment g Teaching aid application: projectors, video players… h Authentic situations i Post activities (questionning, interviewing, practicing ) j Other (Please specify):
4 What do you expect your teachers to do to motivate you to speak in English speaking lessons? a Let you choose topics to discuss b Give you more time to work in pair or in group c Let you choose partners who share the same opinion with you d Give you speaking tasks suitable to your ability e Vary speaking activities flexibly f Other (please specify):
This survey aims to investigate effective methods for motivating first-year students in speaking activities Your participation in completing the survey is greatly valued, and all information provided will be used exclusively for research purposes, ensuring confidentiality and non-disclosure.
Thank you very much for your cooperation!
4 How long have you been teaching English? year(s)
5 How long have you been teaching speaking skill? year(s)
II Current situation of teaching speaking at Haiphong Polytechnics College
1 Which stage of a speaking lesson do you think necessary to motivate students? a The warm-up stage b Pre-speaking stage c While-speaking stage d Post-speaking stage
V e All the above mentioned stages f Other (please specify):
2 Which teaching methods do you currently apply to teaching English now? a Communicative language teaching b Audio-lingual c Grammar translation d Combination (Please specify………)
3 What are your difficulties in teaching English speaking for 1 st year students? a The students‟ lack of motivation in learning speaking skill b The students‟ laziness in pair work and group work c The students‟ low English proficiency d The students‟ unequal participation e Crowed class f Multi-level class g Unsuitable class hour h Lack of teaching aids i Other (Please specify):
4 Which of the following techniques do you use to motivate students to speak English? a Creating a co-operative atmosphere b Creating a natural speaking environment c Using supplementary materials d Giving feedback regularly e Giving rewards f Providing students with interesting topics g Providing students with useful language for the speaking tasks h Designing appropriate speaking tasks to the students‟ abilities i Letting students talk freely j Varying communicative activities flexibly k Applying visual and audio teaching aids l Other (Please specify):
1 Well-prepared, well-organized in class
2 Appropriately prepared objectives of the class
3 Clear and concise instruction language
6 Material is presented at the students‟ level of comprehension
7 The teacher show interest and enthusiasm
8 Teacher moves round class, use eye contact
9 There are balance and variety of activities
10 Examples and illustrations used effectively
11 Instructional aids and resource material used effectively
13 Teacher explores genuine situations in the class
14 Structures are taken out of artificial drill contexts and applied to the real contexts of the students‟ culture and personal experiences
16 Clarity, tone, and audibility of voice
17 Pronunciation, intonation, fluency are appropriate and acceptable use of language
20 Teacher organizes effectively individual, pair and group work
21 Teacher controls and directs the class