Aims of the study
This study is an attempt to:
1 Investigate the current situation of teaching speaking skill to the first year
English non-major students at Haiphong Private University (HPU)
2 Propose some suggestions to motivate first-year English non-major 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 Haiphong Private University?
2 What are possible methods to motivate students in speaking activities?
Scope of the study
This study focuses exclusively on first-year English non-major students at Haiphong Private University, excluding learners from other academic levels and institutions.
The researcher only investigates methods of motivating first-year students at HPU in learning speaking skill, not all skills.
Methods of the study
Quantitative and qualitative methods are used in the study
Survey questionnaires are used as the main instrument to collect data and evidence for the study
Observation has been made used of as another instrument in collecting data.
Design of the study
This study consists of three parts:
Part A, Introduction, presents of rationale, aims, research questions and scope of the study The methods 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 teaching a language and 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 This chapter also includes a discussion of the findings, along with recommendations and suggestions aimed at enhancing speaking teaching practices.
Part C, Conclusion, presents some concluding remarks Limitations and suggestions for future research are also provided in this part.
LITERATURE REVIEW
What is motivation in foreign language learning
The success of any action largely hinges on an individual's motivation, which is the psychological drive that compels them to pursue their goals Defined as a "motive force," motivation prompts and stimulates action, influencing a person's decisions and behaviors According to The Short Oxford English Dictionary, motivation encompasses the desires, fears, and reasons that drive a person to act in specific ways.
Motivation is defined in various ways, with Baron (1996) describing it as an internal process that, while not directly observable, activates, guides, and sustains observable behavior Similarly, Wade and Tavris (1998) contribute to this understanding of motivation.
Motivation is an internal process that drives individuals toward achieving goals or escaping negative situations According to Woolfolk (2004), it is a state that energizes, guides, and sustains behavior.
Feldman (2004) motivation is a “factors that directs and energizes the behavior of humans and other organisms” Fernald & Fernald (2005) refer to motivation as
Inner influences on behavior, such as physiological conditions, interests, attitudes, and aspirations, play a crucial role in motivation According to Macintyre et al (2001), motivation is an individual attribute that reflects the psychological qualities driving behavior toward specific tasks Dornyei (2001b) elaborates that motivated individuals demonstrate goal-directed behavior through their effort, persistence, and attention to the task, alongside their goals, desires, and aspirations They derive enjoyment from the activity, experience reinforcement from successes and disappointment from failures, and engage in self-attribution regarding their outcomes Thus, motivation should be understood as a hybrid concept, representing an internal trait shaped by external influences.
Motivation plays a crucial role in energizing individuals and providing direction in their learning journey (Dornyei, 2003) It is defined as the learner's orientation towards achieving the goal of acquiring a second language (Crookes & Schmidt, 1991) and serves as the driving force behind people's actions, desires, and needs (Elliot & Covington, 2001) Essentially, motivation influences behavior by encouraging individuals to repeat certain actions (Pardee, 1990) According to Gardner (1985), motivation encompasses the combination of effort, desire to learn the language, and positive attitudes towards the learning process Additionally, Oxford and Shearin (1994) describe motivation as the desire to achieve a specific objective, paired with the energy to pursue that goal.
Narayanan (2006) said that motivation is the reason or reasons behind one's actions or behaviors Motivation is the reasons underlying behavior (Guay et al., 2010)
Broussard and Garrison (2004) defined motivation as the attribute that moves us to do or not to do something
Motivation plays a crucial role in determining the success or failure of language learners It encompasses the combination of effort, desire to achieve language proficiency, and positive attitudes toward the learning process By providing learners with clear goals and direction, motivation significantly enhances their language acquisition journey.
Motivation plays a crucial role in language learning, as a lack of it can lead to significant challenges for learners Without the desire to learn, achieving effective language acquisition becomes difficult According to Huitt (2001), recognizing the importance of language can enhance learners' motivation, even in the absence of strong intrinsic motivation.
1.1.2 Types of motivation in foreign language learning
Motivation can be divided in various categories The following are some of the major ways in which motivation is categorized:
Intrinsic motivation is an internal drive that influences how individuals engage with tasks, reflecting their inner feelings and willingness to participate in activities Unlike extrinsic rewards, intrinsic motivation is not influenced by external factors According to Deci & Ryan (1985), learners who are intrinsically motivated tend to achieve higher levels of learning.
Extrinsic motivation is influenced by external factors such as money, food, and recognition, which direct behavior towards achieving specific goals This type of motivation stems from the desire for external rewards provided by parents, employers, teachers, and others Additionally, Ryan and Deci (2000) noted that extrinsic motivation can also serve a negative purpose, as individuals may be motivated to act in order to avoid punishment.
Integrative motivation is crucial for successful language learning, as noted by Gardner (2000) When learners possess a positive attitude and motivation towards the target culture, they are more likely to immerse themselves in the foreign language culture effectively.
Instrumental motivation refers to learners' practical needs, such as securing employment, passing exams, or achieving high income (Gardner & Lambert, 1977) Learners driven by instrumental motivation strive to reach specific goals that fulfill their personal ambitions and satisfaction.
Integrative motivation plays a more significant role than instrumental motivation in formal language learning, as noted by Ellis (1997) Both types of motivation are essential for sustaining the foreign language learning process Understanding the various forms and combinations of motivation is crucial, as motivation significantly influences foreign language learning success.
1.1.3 Some conditions for effective motivation in speaking
Positive attitudes towards foreign languages, their speakers, teachers, and courses significantly enhance students' engagement and commitment in the classroom When students are motivated, they are more likely to take assessments seriously and seek additional opportunities for practice Critics like Gardner (1985) highlight that attitudes can vary based on environmental factors and individual characteristics such as age and gender Consequently, we can categorize attitudes into educational attitudes, which pertain to the learning process, and social attitudes, which emphasize the cultural implications of acquiring a second language.
The relationship between students' attitudes towards language courses and their diverse learning styles is significant Research indicates that students have preferred modalities for learning, and allowing them the freedom to choose their learning methods can enhance their performance In contrast, forcing students to adapt to a single, unsuitable learning environment may hinder their progress Advocates of humanistic learning approaches emphasize the importance of teachers adapting their programs to align with students' objectives and local needs While this adaptation can be challenging, considering students' learning styles can greatly motivate them to engage in the learning process.
The role of the teacher/professor in the class
The teacher plays a crucial role in the motivational process, significantly influencing students' learning experiences Motivation is now understood as a multifaceted concept, essential for effective learning and often cultivated by an enthusiastic and well-prepared educator Key factors include the teacher's enthusiasm, recognition of student ideas, and the creation of a relaxed and enjoyable classroom atmosphere Presenting activities in an engaging manner and encouraging struggling pupils can help them build self-efficacy and internal motivation While external rewards like praise and good grades can motivate reluctant learners, punitive measures such as extra homework or sanctions tend to be counterproductive, often diminishing motivation instead of enhancing it.
What is De-motivation in foreign language learning
De-motivation is a relatively recent concept in second language acquisition, defined by Dornyei as external factors that weaken or diminish the motivation behind a person's intention or ongoing actions.
Deci and Ryan introduced the concept of "a-motivation," which refers to a state of low motivation stemming not from a lack of interest but from feelings of incompetence and helplessness in relation to a specific activity.
Dornyei emphasizes that de-motivation does not eliminate all positive influences that initially fueled motivation; instead, it highlights the presence of a strong negative factor that hinders current motivation, while some positive motives remain dormant Both de-motivation and amotivation pertain to a lack of motivation, but they differ in their causes Amotivation is linked to unrealistic outcome expectations, whereas de-motivation is associated with specific external factors.
Dửrnyei (2001) highlights that a lack of motivation can stem from the realization that an activity feels pointless Deci and Ryan (1985) introduced the concept of amotivation within their self-determination theory, defining it as a relative absence of motivation not due to a lack of initial interest, but rather stemming from feelings of incompetence and helplessness when engaging in the activity (Dửrnyei, 2001a, p 144).
A de-motivated student is an individual who has previously shown motivation but has since lost interest and commitment to their studies This study defines demotivation as a lack of engagement in the learning process, often resulting in difficulties in understanding lessons.
It is essential to differentiate between 'diminished motivation' (demotivation) and 'total loss of motivation' (amotivation) According to Dürnyei (2001a), demotivation does not imply that all initial positive influences contributing to motivation have been completely lost.
1.2.2 De-motivation factors in foreign language learning
According to Dornyei , factors demotivating student’s 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
To conclude, based on Dornyei ’s study, factors affecting student’s motivation can be classified into learner’s factors, teacher’s factors, environment factors, and teaching and learning conditions
In addition, Tsuchiya (2006) studying the effective factors on de-motivation among some unsuccessful English language learners listed demotivates:
The Compulsory Nature of English Study
A Negative Attitude Toward The English Community
The Lack Of Positive English Speaking Models And Ways Of Learning
Sakai and Kikuchi (2009) investigated six factors on de-motivation based on the previous studies on demotivation:
- Teachers : Teacher's attitude, teaching competence, language proficiency, personality and teaching style
- Characteristics of classes : Course contents and pace, focus on difficult grammar or vocabulary, monotonous and boring lessons, a focus on university entrance exams and the memorization of the language
- Experiences of failure : Disappointment due to test scores, lack of acceptance by teachers and others and feeling unable to memorize vocabulary and idioms
The classroom environment significantly impacts students' learning experiences, influenced by the attitudes of classmates and the compulsory nature of English studies Friendships can either enhance or hinder motivation, while inactive classes and lessons that do not match students' proficiency levels can lead to disengagement Additionally, the inadequate use of school facilities, such as the lack of audio-visual materials, further diminishes the effectiveness of the learning process.
- Class materials : Not suitable or uninteresting materials (e.g., too many reference books and/or handouts)
- Lack of interest : Sense that English used at schools is not practical and not necessary little admiration toward English speaking people.
Teaching speaking skill in foreign language learning
Speaking, as defined by the Longman Dictionary, is the act of producing intelligible speech that conveys thoughts and emotions It involves a complex interplay of language, cognitive processes, and social skills, allowing individuals to articulate experiences and share information effectively A speaker constructs sentences and paragraphs while adapting their language style to fit the social context, making effective communication a nuanced and dynamic process.
Speaking is an interactive process that involves creating meaning through the production, reception, and processing of information The context, participants, and intended purposes significantly influence both the form and meaning of spoken communication (Burns & Joyce, 1997).
Speaking involves producing language through vocalization, utilizing various body parts such as the lungs, vocal tract, vocal cords, tongue, teeth, and lips to create sounds.
Speaking can be formal or informal:
Informal speaking is typically used with family and friends, or people you know well
Formal speaking occurs in business or academic situations, or when meeting people for the first time
Speaking is defined by Ladouse (1991) as the ability to express oneself effectively in various situations, articulate actions or circumstances clearly, and convey a sequence of ideas fluently.
Furthermore, Tarigan (1990: 8) said that “adalah cara untuk berkomunikasi yang berpengaruh hidup kita sehari-hari” It means that speaking as the way of communication influences our individual life strongly
Effective communication is rooted in the relationship between the speaker and the listener, as defined by Wilson (1983:5), who emphasizes that speaking is essential for developing this relationship The primary goal of speaking is to facilitate communication, which requires the speaker to have a clear understanding of their message and its intended impact on the listener Additionally, the speaker must be aware of the linguistic, psychological, and physical principles that govern their communication in specific contexts, ensuring that their expression is both coherent and impactful.
According to Stern (in Risnadedi, 2001: 56-57), observing a child's speech development reveals a clear sequence: first they listen, then they speak, highlighting that understanding precedes speaking This sequence should guide the teaching of foreign language skills, particularly speaking, which involves active participation from the learner Effective speaking not only conveys the learner's feelings and attitudes but also fosters their desire to communicate Therefore, the process of learning to speak is inherently linked to the broader context of language acquisition.
Speaking, also known as oral communication, is a crucial skill in English language learning It is essential for teachers to prioritize this subject, as they face significant challenges in helping students achieve proficiency in English, particularly in speaking both inside and outside the classroom.
According to Wallace (1978:98), oral practice becomes significant for students when they focus on their speech This attention enables students to enhance their conversational skills, allowing them to express their ideas fluently with appropriate vocabulary and acceptable pronunciation.
Speaking ability refers to students' capacity to express their ideas verbally, as indicated by their speaking scores It encompasses various skills derived from vocabulary and structure According to Freeman (in Risnadedi, 2001:56-57), speaking is more complex and challenging than commonly perceived, and its study shares similarities with other language learning aspects, presenting numerous considerations for language educators.
1.3.2 Approaches to the teaching of speaking
Teaching speaking can be categorized into two main approaches: the direct or controlled approach, which emphasizes language form, and the indirect or transfer approach, which prioritizes language use in communication.
The direct/controlled approach to language teaching emphasizes accuracy through repetitive drills and focuses on language forms According to Ellis (2008), this method provides learners with numerous opportunities to practice targeted structures in both controlled and free contexts Teachers may employ translation exercises reminiscent of the Grammar Translation method or engage students in repetitive drills typical of the Audiolingual Method (DeKeyser, 1998) Such activities are effective for helping students accurately memorize targeted structures (DeKeyser, 2001) and enhancing their awareness of language knowledge.
While the direct or controlled approach can enhance isolated speaking skills, it falls short in preparing students for genuine communication This method neglects the importance of using language in real-life contexts, ultimately limiting its effectiveness in supporting learners' long-term speaking development.
The indirect/transfer approach emerged in the 1980s alongside the rise of communicative competence theory This method emphasizes the importance of planning activities that encourage authentic communication, allowing students to prioritize the negotiation of meanings over the precise use of language features.
Instructions aimed at enhancing spoken English fluency can facilitate the transfer of speaking skills to real-life situations This approach is based on the premise that second language acquisition occurs through genuine communication with native speakers Teachers encourage students to express their ideas using available linguistic resources, prioritizing mutual understanding with their interlocutors Consequently, students receive ample opportunities for interaction with both teachers and peers However, recent studies indicate that language produced by learners in communicatively-oriented programs often lacks accuracy and is seldom "target-like."
METHODOLOGY
Overview of the study context
English is a mandatory subject in college curricula, playing a crucial role in students' future careers after graduation The university's English program focuses on General English, specifically tailored for freshmen to enhance their communicative skills During their first year, students acquire essential grammar, vocabulary, and four key language skills necessary for everyday communication.
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
Students at HPU primarily hail from northern provinces and cities in Vietnam, particularly rural areas like Thai Binh, Nam Dinh, Hung Yen, and Hai Duong While some have been studying English for a few years, others come with little to no knowledge due to their high school education Overall, the English proficiency of these students is at a beginner level, characterized by a basic understanding of grammar and limited language skills.
Participants
50 students selected from 4 classrooms (25 males, 25 females)
Students from various regions, particularly the Northern provinces and rural areas, often enter college with a background in English learned during high school However, placement test results indicate that their English proficiency remains low, with many achieving speaking scores below 6 in the first term.
Five dedicated teachers, comprising two males and three females, bring years of experience and enthusiasm to their profession Graduates from various universities, all hold Master's degrees and share a common passion for teaching and a commitment to continuous learning They actively participate in intensive training courses to enhance their skills Currently, four of these teachers have successfully earned their Master's degrees, while one is in the process of preparing for his MA Graduation Thesis.
Research approach
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, allowing researchers to efficiently collect a large volume 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 consists of two main sections and features four questions The first part aims to gather students' information, including their age, place of birth, and the length of time they have been learning English.
Part 2 is designed to collect information on students’ current situation of English speaking learning at HPU and factors affecting their motivation in speaking lessons The aim is to gather information about the situation of speaking skills in HPU and the factors that motivate them in the lessons
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 understanding teachers' current teaching methods and the challenges they face in teaching speaking skills to first-year students The researcher will analyze this information to provide targeted suggestions that can help educators enhance their teaching approaches and better motivate students during speaking lessons.
The observation was carried out in the second semester in HPU Teachers have observed taken notes on the activities of four classrooms.
Data collection procedures
Data collection occurred over six weeks, starting in the third month of the second semester, during which students had completed two-thirds of the term This period provided valuable insights into the challenges faced by first-year students at HPU in learning English speaking skills.
In the initial two weeks, questionnaires were distributed to fifty first-year students across four classes, allowing them 15 minutes to complete the survey The study's purpose and significance were clearly communicated to the participants, and the researcher assisted students in understanding the questions and the answering process Additionally, any inquiries from students were addressed by the researcher throughout the questionnaire completion.
Next week, a survey will be distributed to five teachers who instruct first-year students in English speaking skills at HPU They will have ten days to complete the survey.
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
Question 1: What is/are your purpose(s) of learning English?
The primary purpose of students learning English is to prepare for future job opportunities, with 96% indicating this as a key motivation Additionally, 60% aim to communicate effectively with foreigners, while 50% seek to equip themselves for survival in English-speaking countries Engaging with the culture of English-speaking countries is important for 30% of students, and 48% pursue English for entertainment purposes Furthermore, 26% focus on achieving good results in exams, and 14% study to meet college requirements.
A significant 96% of students aim to learn English primarily for future job opportunities Additionally, 60% seek to enhance their communication skills with foreigners, while others focus on survival skills in English-speaking countries Many students also express a desire to gain a deeper understanding of the culture and people from these regions A smaller percentage are motivated by entertainment, such as enjoying foreign music and watching films without subtitles.
Only 9 out of 50 students claimed that they studied English speaking because to fulfill the college requirements 15% of the students perceived that they learned English speaking for a good result at the examination
3.1.2 Demotivating factors in a speaking lesson
Question 2: What are your main demotivating factors in a speaking lesson?
Table 2: The main factors demotivating students in a speaking lesson
Students identify several critical factors impacting their learning experience, with low language proficiency (92%) and lack of confidence (94%) being the most significant barriers Additionally, unsuitable textbook content (60%) and the influence of mother-tongue interference (90%) further hinder their speaking abilities The attitudes of group members (70%) and unenthusiastic teachers (30%) also play a role in creating a stressful classroom atmosphere (16%) and crowded classes (36%) Moreover, unsuitable speaking topics (40%) and boring speaking activities (32%) contribute to the overall dissatisfaction with the learning environment Teacher interference during speaking activities (50%) adds to the challenges students face.
The data indicates that students' confidence significantly impacts their motivation to learn English speaking Additionally, low language proficiency and ineffective learning methods contribute to their challenges, with 46 out of 50 students finding English speaking particularly difficult due to a lack of vocabulary, resulting in decreased motivation Furthermore, the influence of their mother tongue affects their pronunciation skills The overall attitude of group members also plays a role, as a lack of enthusiasm and participation from most members leads to a less engaging learning environment.
3.1.3 Activities used by teachers and students’ preferences
Question 3: What activities below does your teacher use to motivate you in a speaking lesson? What activities do you like?
Table 3: Students’ comment on teachers’ activities
In a recent survey of student preferences for classroom activities, role play was favored by 54% of participants, while discussions in pairs or groups received a higher approval rate of 70% Providing useful language for speaking tasks was appreciated by 40% of students, and alternating between English and Vietnamese speaking garnered 60% support Games, particularly during warm-up stages, were the most popular, with a striking 92% approval Compliments were valued by 74% of students, and the use of teaching aids like projectors and video players was supported by 80% Engaging students in authentic situations was favored by 52%, and post-activity engagement methods such as questioning and interviewing were endorsed by 84%.
Incorporating games and engaging activities into the classroom can significantly enhance student enthusiasm for lessons, serving as a powerful motivation for speaking English Speaking activities, whether in groups or pairs, foster connection and understanding among students, encouraging meaningful discussions and collaboration.
Teaching aid application (projectors, video players…) can help students understand the important of English and know about foreign cultures Sometimes, some compliments are also a way to motivate students more
3.1.4 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: Student’s expect the teachers motivate in English speaking lesson
Expect Students Rate a Let you choose topics to discuss
The survey results indicate that 90% of respondents prefer the option to choose partners who share similar opinions, while 56% believe that working in pairs or groups provides more time for collaboration Additionally, 60% of participants appreciate speaking tasks that align with their abilities, and 30% value the flexibility in varying speaking activities Only 12% feel that the variety of speaking activities is sufficient.
(90%) of students want to choose the partner they like, that make them feel comfortable in speaking English and promote their speaking ability
Some other students expect the teachers can let them choose topics they can talk, if they can choose the topics suitable, they will become comfortable in their presentation.
Results from teachers’ questionnaire
3.2.1 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 20% b Pre-speaking stage 0 0% c While-speaking stage 0 0% d Post-speaking stage 0 0% e All above mentioned stages 4 80%
According to Table 5, a significant majority of teachers (80%) believe that motivating students is essential throughout all phases of the speaking lesson, including the warm-up and 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
Methods Teachers Rate a Communicative language teaching 3 60% b Audio-lingual 0 0% c Grammar translation 0 0% d Combination
As clearly stated from table 6, the teaching method currently applied by 60% of the participants is communication teaching whereas 40% of the total use teaching combination to teach in English lessons
Most teachers in the survey prefer the combination of communicative language teaching and grammar-translation
3.2.3 Difficulties in teaching English speaking
Question 3: What are your difficulties in teaching English speaking for 1 st year students?
Table 7: Difficulties teachers often faced in teaching English speaking
Teachers face several challenges in the classroom, with the most significant issue being students' low English proficiency, which was rated at 100% Additionally, a lack of motivation in learning speaking skills was noted by 80% of teachers, while 60% reported students' laziness during pair and group work Unequal participation among students was observed by 40% of teachers, while other factors such as crowded classes, multi-level classes, unsuitable class hours, and lack of teaching aids did not present significant challenges, each rated at 0%.
Teachers face three main challenges in teaching speaking skills, with all educators acknowledging the difficulties they encounter A significant consensus among them is that their students exhibit low proficiency in English, which impacts the effectiveness of speaking instruction.
A significant challenge in teaching speaking skills is the lack of motivation among students, with 80% of them displaying this issue Additionally, many students exhibit laziness during pair and group work, which further complicates the learning process Teachers often face difficulties in facilitating speaking activities due to unequal participation among students Overall, it is evident that the challenges teachers encounter primarily stem from student-related factors.
3.2.4 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
In a recent survey, students rated various techniques for enhancing their speaking skills The most effective strategy, receiving a perfect score of 100%, was providing students with useful language for speaking tasks Supplementary materials also played a significant role, with 80% of students finding them beneficial Additionally, 60% of students appreciated having interesting topics and the opportunity to talk freely Creating a cooperative atmosphere, a natural speaking environment, and varying communicative activities were rated positively by 40% of students However, techniques such as giving regular feedback and designing tasks suited to students' abilities received no support, while giving rewards was deemed effective by only 20% of participants.
The results show that all of teachers (100%) chose providing students with useful language for the speaking tasks The second technique applied by most teachers is using supplementary materials (80%)
(60%) teachers agree that letting students talk freely and providing interesting topics are a good way to motivate students Sometime giving rewards is a way to encourage students
(40%) believe that creating a co-operative atmosphere and creating a natural speaking environment is their way to motivate students with varying communicative activities flexibly can help students reduce stressful class atmosphere.
Findings and discussions
3.3.1 The current situation of learning speaking of first-year students in HPU
From the above survey results, there were 96 percent of students learning English to prepare for the future job, that is the major studying purpose and there was
A recent survey revealed that 92 percent of students believe their low language proficiency significantly impacts their learning process, leading to decreased motivation The primary motivation for learning English among these students is to enhance future job prospects, followed closely by the desire to communicate effectively with foreigners.
The statistics from data analysis also point out two main demotivating factors which students face when they learn speaking: a) Low language proficiency
A significant barrier to student participation in English speaking lessons is their lack of confidence, which is evident from placement test results indicating that first-year students are primarily at a beginner level Furthermore, survey statistics reveal that reliance on their mother tongue negatively impacts their engagement in speaking activities.
One significant factor impacting students' participation in speaking lessons is their fear of judgment Many students feel shy and hesitant to speak due to concerns about being laughed at by peers for making mistakes or being questioned by teachers This anxiety about speaking in front of classmates further contributes to their reluctance to engage in classroom discussions.
Students highly value engaging activities during speaking lessons, preferring teachers who allow them to choose their partners and topics They appreciate having ample time to collaborate in pairs and groups, as well as receiving relevant and stimulating speaking tasks These approaches not only encourage students to express their ideas freely and creatively but also ensure that the speaking tasks align with their individual abilities.
3.3.2 The current situation of teaching speaking for first-year in HPU
All teachers agreed that activities for warm-up stage, pre-speaking, while- speaking and post-speaking are necessary in order to increase the effectiveness of learning speaking
Effective teaching methods that enhance students' speaking skills include the use of engaging topics and supplementary materials to boost motivation Additionally, fostering a natural speaking environment is crucial for connecting with students and facilitating their language development.
Teachers in the speaking class identified significant challenges, primarily due to students' low English proficiency and lack of motivation These factors are interconnected, as students often show reluctance to engage in pair and group work, further complicating the learning process.
To effectively motivate students in speaking tasks, teachers often provide useful language and supplementary materials Additionally, allowing students to speak freely and introducing engaging topics enhances their speaking opportunities, while regular feedback from teachers boosts their confidence Creating a natural speaking environment and designing suitable activities are essential for encouraging participation Furthermore, varying communicative activities and offering rewards can significantly enhance student engagement in speaking lessons.
Classroom observations revealed that teachers meticulously prepared their lessons, leading to smooth and logical delivery, driven by their evident interest and enthusiasm While pair and group work were implemented effectively, some students displayed passivity, often remaining quiet or distracted during group activities.
Suggested techniques for motivating students in speaking activities
The teacher plays a crucial role in the learning process by guiding and motivating students, particularly in English speaking classes Effective stages, such as warm-ups, are essential for stimulating learners Clear and concise instructions from the teacher ensure that all students understand their tasks Additionally, a teacher's positive attitude, sense of humor, and attentiveness significantly enhance student motivation and engagement throughout the lesson.
In teaching, it's essential for educators to equip students with both linguistic and cultural knowledge, particularly related to English-speaking countries This approach not only broadens students' perspectives but also enhances their enthusiasm for speaking activities.
Giving some interesting and suitable topics is a good way to motivate students in speaking lessons and create enjoyable class atmosphere that makes them interested to get involved in
Students benefit from increased opportunities to collaborate in pairs and groups, as this fosters idea exchange and mutual learning Additionally, teachers should prioritize offering compliments and encouragement over criticism, cultivating a supportive and friendly relationship with students This approach not only reduces students' reluctance to participate in speaking lessons but also aids in correcting their pronunciation when needed.
Finally, the teachers should create a free speaking environment for students because this can help students a lot in expressing their ideas freely and creatively
In order to overcome the difficulties and better get motivated in speaking lessons, students are suggested to:
more actively participate in activities given by teachers
exchange ideas with other students in the same group or learn experiences from better students
try to speak in class although your voice is not good enough
Be confident when presenting your ideas and not be afraid of being laughed by other students because your teachers will be always beside you and assist
prepare well given topics and discuss with your pair or group before presenting in front of other members
practice taking the roles of subjects in the conversations with other partners
Listen to the CDs or teachers to correct your pronunciation, which will help you more confident to speak
put yourselves in imaginative situations and find solutions to these situations if any difficulties arise, you can ask your partners or teachers for help
At HPU, teaching speaking skills is a significant concern for educators, who face challenges in motivating students during speaking activities and enhancing their speaking capabilities This study aims to address these issues by exploring effective strategies to engage students and improve their speaking skills.
1 What is the current situation of teaching and learning speaking skill to and of the first-year students at HPU?
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 HPU, the researcher conducted two survey questionnaires targeting English teachers and students The data gathered from these surveys highlighted key insights into the teaching and learning dynamics of English among first-year students at HPU Based on the findings, several conclusions can be drawn regarding the effectiveness of current practices in developing speaking skills.
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 are currently utilizing communicative language teaching methods, yet they face challenges in enhancing speaking skills among first-year students Despite implementing diverse activities and techniques to engage students in speaking lessons, the feedback received from students has not met their expectations.
Based on the findings, the researcher has proposed several recommendations for university teachers and students to improve collaboration in speaking education These suggestions encourage students to engage in self-study and take an active role in their learning, while also urging teachers to foster creativity, adaptability, and enthusiasm in their teaching methods Additionally, there is a call for support in updating training programs and teaching materials to enhance the overall learning experience.
This study aims to serve as a valuable resource for teaching speaking skills to non-major university students, with a specific focus on HPU.
Limitations of the study
Because of limited time and ability, there are a number of related areas which the researcher cannot cover in the study
The study primarily focuses on a limited group of first-year students at HPU, which may restrict the findings A longer research duration would provide deeper insights into the factors that motivate students to improve their English speaking skills.
Secondly, in teaching and learning English in general, the techniques proposed above are only a small part and should be applied in a creative and flexible way in each class
Due to the limited time available for study, there is insufficient opportunity to implement and assess the effectiveness of new teaching methods for enhancing speaking skills Consequently, the researcher focuses on providing suggestions for both teachers and students.
Finally, the study has not evaluated the effect of the current textbook in teaching speaking for first-year students These shortcomings somehow make the reliability of the study reduced.
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
This survey questionnaire is designed for the research into how to motivate the
We greatly appreciate your participation in our survey regarding first-year students' speaking activities Please be assured that all information you provide will be used exclusively for research purposes and will remain confidential, with no sharing or disclosure for any other reasons.
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 Private University
Learning English serves multiple purposes, including effective communication with foreigners, gaining insights into English-speaking countries, and preparing for survival in environments where English is the primary language Additionally, it can be a source of entertainment, help fulfill college requirements, and improve exam results Furthermore, mastering English is essential for future job opportunities and may include other personal goals as well.
Several key factors can demotivate students during speaking lessons, including unenthusiastic teachers and a stressful classroom atmosphere A crowded class and unsuitable speaking topics can further hinder engagement, along with boring activities and irrelevant textbook content Low language proficiency and negative attitudes from group members contribute to a lack of confidence, while teachers' interference and mother-tongue influence can also impact performance Addressing these issues is essential for creating a more effective learning environment.
3 What activities below does your teacher use to motivate you in a speaking lesson? What activities do you like?
Teachers prefer a variety of engaging activities to enhance language learning, including role play, pair and group discussions, and the provision of useful language for speaking tasks Alternating between English and Vietnamese fosters bilingual skills, while games during warm-up stages add an element of fun Compliments boost student morale, and the use of teaching aids like projectors and video players enriches the learning experience Incorporating authentic situations makes lessons relatable, and post-activity questioning, interviewing, and practice reinforce understanding These diverse methods cater to different learning styles and promote effective communication skills.
To effectively motivate students in English speaking lessons, teachers should allow learners to choose discussion topics that interest them, provide ample time for pair and group work, and let students select partners who share similar viewpoints Additionally, assigning speaking tasks that align with individual abilities and varying activities flexibly can enhance engagement and participation.
This survey questionnaire is designed for the research into how to motivate the
First-year students are encouraged to participate in speaking activities, and your help in completing the survey is greatly valued Please note that all information you provide will be used exclusively for research purposes and will not be shared or disclosed for any other reasons.
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 Private University
Motivating students is essential in every stage of a speaking lesson, including the warm-up, pre-speaking, while-speaking, and post-speaking stages Each phase plays a crucial role in engaging learners and enhancing their speaking skills Therefore, it's important to recognize that motivation should be integrated throughout the entire lesson to maximize student participation and learning outcomes.
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………)
Teaching English speaking to first-year students presents several challenges, including a lack of motivation among students to develop their speaking skills, reluctance to engage in pair and group work, and generally low English proficiency levels Additionally, issues such as unequal participation, overcrowded classrooms, and multi-level class dynamics hinder effective learning Unsuitable class hours and a lack of teaching aids further complicate the teaching process, making it essential to identify and address these obstacles for improved outcomes.
To effectively motivate students to speak English, consider employing various techniques such as fostering a cooperative atmosphere and creating a natural speaking environment Supplementary materials and regular feedback can enhance learning, while rewards and engaging topics spark interest Providing useful language for speaking tasks and designing appropriate activities tailored to students' abilities are crucial Encouraging free conversation, varying communicative activities, and utilizing visual and audio teaching aids can further enrich the learning experience.
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
24 The students are active and involved
25 The students are encouraged to ask questions, to disagree, or to express their own ideas
Note: A: applicable NA: not applicable
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