INTRODUCTION
Rationale of the study
English is recognized as the global lingua franca and serves as a crucial tool for Vietnam's engagement with the international community The increasing demand for fluent English communication has established it as a new standard Over the past few decades, Vietnam has experienced a significant surge in English usage in everyday life and business interactions Acknowledging the vital role of English in societal advancement and global integration, the Vietnamese government has made it a mandatory subject in the general education curriculum.
In Vietnam, textbooks are increasingly designed in communicative formats to enhance learners' speaking competence through engaging activities The shift from traditional teaching methods to communicative language teaching aims to improve fluency; however, many students still struggle to communicate effectively in English This challenge arises primarily because students often adhere to traditional approaches that prioritize grammatical competence and reading skills, largely to prepare for national examinations.
In today's globalized world, knowing a foreign language is often equated with fluency in speaking, yet this vital skill is frequently underestimated Speaking a language involves more than just memorizing vocabulary and constructing sentences; it requires a comprehensive understanding of grammar, paralinguistic features like stress and intonation, as well as non-verbal communication elements such as gestures and body language Additionally, effective communication hinges on discourse and sociolinguistic competence, highlighting the complexity and depth of the speaking skill (Shumin, 2002).
Developing speaking skills in a second language is a challenging endeavor that requires conscious effort from learners As an English teacher with three years of experience at TM Junior High School, I have observed a significant lack of motivation among students when it comes to enhancing their speaking abilities They tend to invest minimal time and effort into practice and often do not engage with the teacher Without motivation, even the best teaching methods and well-structured curricula cannot guarantee success in language learning (Dürnyei, 1998).
Motivation is a crucial factor in the learning process, particularly in language acquisition, where it significantly influences a learner's success or failure in mastering a foreign language To achieve long-term goals in language learning, students must possess a certain level of motivation Recognizing the vital role of motivation in foreign language education and the often-overlooked speaking skill in English as a Foreign Language (EFL) settings, I initiated a study titled “An Exploratory Study of Teachers’ Motivational Strategies in Teaching English Speaking to Eighth-Grade Students at a Junior High School in Hanoi.” This research aims to explore the relationship between EFL learners’ motivation to speak English and the reasons behind their participation in speaking activities Additionally, the study will identify effective motivational strategies to enhance students’ English proficiency and engagement in oral communication.
Aims of the study
This study investigates the motivation of eighth-grade students at a junior high school in learning English speaking skills The researcher has established two key objectives: to identify the reasons behind the lack of motivation among these students during speaking lessons and to explore effective motivational strategies that can enhance the teaching of English speaking skills.
Research questions
To reach such an aim as mentioned, the study attempts to find out the answers to the two following questions:
Question 1: What are the factors that demotivate grade-eight students during speaking lessons?
Question 2: What motivational strategies can be applied to teach English speaking?
Methods of the study
Qualitative methods were employed to answer the questions of the study The data were collected by means of classroom observation and survey questionnaires.
Scope of the study
Successful foreign language teaching and learning hinge on various factors, with motivational strategies playing a crucial role in enhancing speaking skills This study specifically examines two English teachers and seventy eighth-grade students at a school in Hanoi, acknowledging that exploring students from other institutions falls outside its scope due to time constraints.
Significance of the study
The study hopes to contribute partly to help teacher to find out more motivational strategies to give a help their students improve their speaking skills.
Orangisation of the thesis
This study concludes of five main parts:
Chapter I: Introduction presents the rationale of the study, the aims of the study, research questions, scope of the study, significance of the study, methods of the study, and design of the study
Chapter II Literature review displays the theoretical background of motivation and of teaching speaking skills, the importance of motivation in language learning in general and in speaking classroom in particular The writer also revises theories related to demotivative factors that discourage students to take part in English
This article explores various strategies to motivate students in speaking classes, highlighting different frameworks that enhance engagement The author identifies a specific motivational strategy framework that informs the study, and concludes with a discussion of the findings and limitations of previous research in this area.
Chapter III Methodology presents the context of the study, participants, research instruments and data collection procedure and methods
Chapter IV Date Analysis focuses on presentation of data and detailed description of data analysis about kind of motivation possessed by the grade eight students, strategies used by teachers of speaking skills and motivational strategies can be applied
Chapter V Results and discussion presents, analyzes and discusses the results obtained from the study based on the questionnaire and interview questions Besides, the researcher also presents some discussion and interpretations of the findings of the study, and then gives suggestions for the teachers in teaching speaking skill at the school The implications of the study are also given in this chapter
Reference and Appendices are represented in the last pages of the study
LITERATURE REVIEW
Theoretical background of motivation
Through the past decades, much research on motivation has been undertaken Remarkably, however, these deceptively simple questions have provoked considerable debate and disagreement among scholars (Dửrnyei & Ushioda, 2013:4)
Motivation is a complex phenomenon that is difficult to define, as highlighted by Martin Covington (1998), who likens it to gravity in that it is easier to describe than to define Similarly, Gardner (2006) emphasizes that motivation encompasses many facets, making a simple definition unattainable.
Motivation is a multifaceted concept interpreted differently by various researchers From a cognitive perspective, Keller (as cited in Brown, 2000:160) defines motivation as the degree to which individuals make choices regarding their goals and the effort they invest in achieving them In contrast, Williams and Burden (1997) adopt a constructivist viewpoint, highlighting the importance of social context and personal choices in understanding motivation They describe motivation as the reasons behind individuals' actions and the factors that influence their decision-making Additionally, Elliot (2000) characterizes motivation as an internal state that drives behavior.
Motivation is a driving force that compels individuals to take action, guiding them toward specific behaviors and maintaining their engagement in various activities According to Santrock (2004), it is the process that energizes, directs, and sustains behavior Since motivation varies from person to person, each individual interacts with their environment in distinct and unique ways.
In summary, motivation is a broad concept encompassing various factors, with the fundamental element being the fulfillment of needs, which is rewarding and often requires choices within a social context (Brown, 2000:161) As a psychological aspect, motivation is the driving force behind people's behaviors and actions.
2.1.2 Motivation in foreign language learning
Motivation plays a crucial role in language learning by energizing human behavior and providing direction (Dornyei, 1998) It significantly influences the level of personal engagement in second language acquisition (Gardner, 1985; Gardner et al., 2004; Warden).
Learner readiness and motivation play a crucial role in acquiring a second language (L2), as highlighted by Lin (2000) and Engin (2009) This readiness reflects learners' willingness to seek additional information and enhance their skills in understanding, speaking, and writing in the L2 Additionally, Dürnyei emphasizes the significance of the effort learners invest in the activities they wish to undertake.
Motivation plays a crucial role in determining why individuals choose certain activities and the level of effort they invest in them (Dửrnyei, 2001, 2012) In an educational context, Dửrnyei emphasizes that motivation is reflected in students' attitudes toward learning A motivated student, characterized by participation, enthusiasm, and a willingness to learn, is more likely to succeed, particularly in acquiring a new language.
In language learning, motivation plays a crucial role in helping students achieve their goal of mastering a target language According to Harmer (2001), motivation can be categorized into two types: extrinsic, which is influenced by external factors such as rewards and punishments, and intrinsic, which arises from within the individual Ultimately, students who possess both forms of motivation are more likely to succeed in their language acquisition journey.
Intrinsic motivation plays a crucial role in the learning process, as students who develop a love for learning are more likely to succeed Gardner identified two types of motivation: integrative and instrumental Integrative motivation involves a strong desire to learn a language in order to connect with and communicate within a valued language community, reflecting a positive attitude toward that culture In contrast, instrumental motivation focuses on learning for practical benefits, such as personal advancement, status, or power, rather than social integration Instrumentally motivated learners pursue language acquisition primarily for external rewards, highlighting a more utilitarian approach to learning.
Gardner (1985) posited that integrative motivation is more significant than instrumental motivation in the second language learning process, as it encompasses attitudinal factors and goal-oriented behaviors Conversely, Dornyei (2001) argued that integrative and instrumental motivations are not opposing forces but rather two sides of the same coin, both positively influencing language learning outcomes This paper asserts that the interplay of instrumental and integrative motivation can significantly impact the learning process and its results When these two types of motivation are combined in language studies, they yield more favorable outcomes for learners.
Once again, human behaviour is a complex entity Human can behave
Students exhibit diverse behaviors in the classroom, influenced by their personalities, experiences, and purposes (Dürnyei, 1998:126) During interactions, noticeable differences emerge, with some students being highly active and talkative, while others appear passive or disengaged Understanding the underlying reasons for these varying levels of motivation poses a challenge for teachers.
In language learning, motivation is derived from four key aspects: the societal context, which highlights the importance of learning English; the influence of significant others, such as parents and siblings, who provide essential support; and the role of the teacher in fostering a conducive learning environment.
4 the method When all aspects mentioned are fulfilled, it supports the students to be motivated in the teaching learning process
Some prior studies had been conducted under this topic Walker (2011) examined the motivation in language learning on Asian students in high school level
The paper explores the factors contributing to students' demotivation and their connection to teacher performance, suggesting that effective teaching can enhance student motivation Dürnyei (1998) delves into the psychological aspects of motivation and its critical role in language learning, later discussing practical motivational strategies for sustaining student engagement In contrast, Aydin (2012) investigates the potential loss of teacher motivation in the classroom This study distinguishes itself by focusing on specific motivational strategies employed by teachers in speaking lessons, enabling them to assess students' oral production skills and competencies effectively.
2.1.4 Main de-motivating factors affecting motivation in foreign language learning
According to Dornyei (2001), demotivation is defined as “specific external
Demotivation refers to the various negative influences that undermine or diminish an individual's motivation to pursue a behavioral intention or ongoing action This concept highlights the forces that can cancel out existing motivation, leading to a decrease in drive and commitment Understanding these factors is crucial for addressing and overcoming barriers to motivation.
A 'demotivated' learner is someone who has lost their initial commitment or interest in learning, often due to various negative influences This concept relates to 'demotives,' which are factors that decrease motivation, contrasting with 'motives' that enhance it According to Deci and Ryan (1985), the term "amotivation" describes a state where individuals feel a lack of motivation not from a lack of interest, but from feelings of incompetence and helplessness when engaging in an activity.
Teaching Speaking and Motivational Strategies
2.2.1 Teaching speaking in foreign language
According to Ur (2012), speaking is often overlooked compared to other language skills due to its complex linguistic and non-linguistic elements, including pronunciation, intonation, and expression This complexity highlights the importance of motivation in teaching and learning speaking skills Ur also notes that teachers encounter various challenges when addressing students' difficulties in speaking, which necessitates effective strategies to enhance their learning experience.
1- Shyness and Inhibition: Students are worried to make a mistake, fearful of criticism, and simply shy of the attention that their speech attracts
2- Finding things to say: The students cannot think anything to say, they need to read and explore more before they speak, so that it is worth making the effort to speak
3- Low Participation of Individuals: The goal of teaching learning in speaking is to aim at maximizing individual language use But sometimes because of minimum time or large participants, it creates lack of participation Moreover, the tendency of some students is too dominate, while others have little chance to speak
4- L1-use: Students who share the same mother tongue tend to use it because it is easier and because students feel less exposed if they are speaking their mother tongue
In addition, based on the journal result conducted by Gan (2012) on Australian Journal of Teacher Education, he concluded the students’ problem in speaking skill as follows:
3- Imperfectly Learned Pronunciation and Intonation
4- Inadequate Opportunities to Speak English in Class
5- Lack of a Focus on Language Improvement in the Curriculum
6- Poor-Input Environment Outside Class
A key challenge for teachers is student motivation, which significantly impacts learning outcomes According to Littlewood (1984), motivation is the driving force behind a student's engagement in tasks, the effort they invest, and their persistence Effective development of communicative skills hinges on students feeling motivated and having the chance to express their identity and connect with others (Littlewood, 1981) Therefore, fostering strong motivation in the learning environment is essential for achieving positive academic results.
Teaching speaking is essential in second language acquisition, as mastery of spoken language significantly impacts students' success in learning Despite its importance, speaking often becomes a neglected skill among the four language competencies To effectively teach speaking, educators must model excellent oral production, demonstrating correct English speech sounds, sound patterns, and appropriate use of word and sentence stress, intonation, and rhythm Additionally, teachers should choose suitable vocabulary and sentence structures based on the social context, organize thoughts logically, and use language to express values and judgments Ultimately, fluency—characterized by quick, confident speech with minimal unnatural pauses—is crucial for developing students' speaking skills.
In speaking activities such as discussions, debates, presentations, and role plays, Harmer (2001: 276) identifies three essential roles for teachers: prompter, participant, and feedback provider As a prompter, the teacher assists students who may struggle to articulate their thoughts by offering clues or helping them clarify their ideas Additionally, by taking on the role of a participant, the teacher engages in discussions or role plays, fostering a collaborative learning environment.
Engaging students in activities fosters positive interaction with teachers and cultivates a creative atmosphere, allowing the teacher to guide without being overly dominant Providing constructive feedback is crucial for addressing students' misunderstandings and uncertainties during these activities The effectiveness of feedback hinges on the teacher's sensitivity and appropriateness to the specific context After students complete their tasks, it is essential for the teacher to evaluate their work and offer feedback and corrections to enhance their learning experience.
Teaching speaking presents numerous challenges, particularly when students exhibit low motivation for oral production This lack of motivation often leads to avoidance of tasks, with students questioning the relevance of assignments and giving up easily Additionally, students may struggle with behavioral issues, social immaturity, low self-esteem, and insufficient academic and organizational skills, often resulting in boredom (Ken, 2001) To address these challenges, teachers must work to shift students' mindsets and identify their interests to enhance engagement in learning activities This article offers motivational strategies aimed at boosting students' motivation in speaking.
2.2.2 Motivational strategies in teaching speaking
Motivational strategies are new approach to explore the motivation in TEFL
In his 2013 journal article "Motivational Strategies in Teaching English as a Foreign Language: Applying Motivation Plan in TEFL," Fu Xiao discusses motivational strategies categorized into four key components by Dornyei (2001): creating basic motivational conditions, generating initial motivation, maintaining and protecting motivation, and encouraging positive retrospective self-evaluation A significant challenge within this framework is determining when and how to assess student motivation While the current understanding of motivation does not allow for precise evaluation, various approaches can be employed to gauge student engagement effectively.
14 to estimate and increase our awareness of the presence and quality of motivation among the students
Motivated language teachers play a crucial role in fostering student motivation in the classroom, as highlighted by Hapsari (2013) She emphasizes that motivation can be influenced through specific instructional strategies These motivational strategies consist of methods and techniques designed to generate and sustain students' enthusiasm for learning According to Renandya (2013), there are four key types of motivational strategies that effectively enhance student motivation in educational settings.
Effective teaching methods should encompass a variety of strategies By continuously improving and diversifying their approaches, teachers can enhance student engagement in learning activities, leading to greater success in the classroom.
+ Tasks: tasks that allowed the students to experience more success rather than failure are a great boost to students’ motivation
Instructional texts, whether oral or written, must be engaging and relevant to students to enhance the learning experience These materials play a crucial role in the classroom, as they should stimulate cognitive, emotional, and social engagement among learners.
+ Tests, test as a tool for correction, feedback and assessment Test also can drive the students to work harder to achieve the goal of learning process
Renandya (2013) emphasized the importance of motivational factors for teachers, highlighting qualities such as enthusiasm, resourcefulness, creativity, and discipline She noted that the primary aim of implementing motivational strategies is to enhance student motivation in learning To foster an engaging classroom environment, teachers must exhibit motivational behaviors and effectively apply these strategies.
Motivational strategies are essential techniques designed to enhance goal-oriented behavior in individuals Given the complexity of human behavior, there are numerous methods to encourage this motivation In essence, nearly any external influence can impact a person's drive to achieve their objectives.
Motivational strategies are consciously implemented influences aimed at achieving lasting positive effects on behavior According to Cheng (2007) in his journal "The Use of Motivational Strategies in Language Instruction: The Case of EFL Teaching in Taiwan," effective strategies include displaying motivating teacher behaviors, promoting students' self-confidence, creating a pleasant classroom climate, and presenting tasks effectively These four key aspects are essential for enhancing student motivation in the classroom.
Also on journal conducted by Astuti (2013) “Teacher’ and Students
Previous studies
Numerous global studies have explored motivational strategies, including research by Moskovsky et al (2013), which examined how these strategies influence students' motivation to learn English Their study involved the formation of two distinct groups to assess the impact of various motivational techniques on learners.
296 students aged from 12 to over 25 who had Arabic as their L1 One of the groups had a teacher using ten of Dửrnyei’s motivational strategies that had been selected by
A study involving Saudi teachers and a control group revealed that implementing motivational strategies significantly enhanced students' motivation A questionnaire assessing students' motivation was administered both at the start and conclusion of the treatment period, confirming the positive impact of these strategies on learner engagement.
Sugita and Takeuchi (2010) examined the use of motivational strategies by teachers and the perspectives of 8th and 9th graders in a Japanese EFL setting They focused on 15 of Dürnyei’s motivational strategies, which were evaluated by students on a five-point Likert scale over two months, without knowledge of the specific strategies employed by their teachers The study revealed that Japanese students favored strategies such as continuous assessment through diverse measurement tools, sharing personal interests in language learning, encouraging acceptance of mistakes as part of the learning journey, and providing consistent feedback on areas for improvement.
In Vietnam, numerous studies have been conducted on teaching speaking skills; however, research on motivating students to speak English during lessons remains limited Most studies have concentrated on engaging university students through specific activities Nguyen Hong Minh's M.A thesis highlights three effective strategies for motivating students at the Banking Academy – Bac Ninh branch: setting achievable goals, varying speaking activities, and using rewards for success Additionally, the paper identifies key reasons for students' low motivation, although it notes a small sample size in its findings.
The study's reliability was compromised due to a limited sample size of only 32 participants, which restricted the researcher's ability to account for various factors influencing students' motivation in speaking lessons These factors include personal attributes such as language aptitude and prior learning experiences, as well as students' attitudes towards the target language and their self-beliefs, including anxiety and expectations Lai Thi Dua's research focused on first-language learners, highlighting these critical motivational elements.
A study conducted at Phuong Dong University explored the use of information gap activities to enhance speaking motivation among 21 non-English major students This research, while limited in participant size, emphasized practical activities to address the issue Similarly, Vu Thi Kim Loan's investigation into the use of visual aids for motivating first-year non-English major students involved a sample of 50 participants Additionally, Tran Thi Thanh Xuan's M.A thesis in linguistics examined motivation in speaking skills among 45 university students in Hanoi, revealing common challenges faced by learners when speaking English as a foreign language All three studies shared limitations related to their small sample sizes and concentrated on specific motivational strategies.
Several studies have explored factors influencing motivation among secondary school students, including research by Nguyen Thi Anh Duong and Luu Thi Lan In contrast, Dang Thuy Chi focused on using visual aids to encourage tenth graders' participation in speaking activities, while Nguyen Thi Thanh My employed language games to enhance student engagement in speaking classes All these studies converge on similar findings regarding the elements that impact students' motivation.
Chapter summary
In this chapter, the author examines theories related to motivation, specifically in the context of second and foreign language learning It is highlighted that motivation encompasses both external and internal factors that enhance student engagement in classroom activities, leading to improved learning outcomes In an English speaking class, student motivation is reflected in their enthusiastic participation in speaking activities and their ongoing use of English outside the classroom.
Demotivating factors significantly hinder the learning process and impede the mastery of English proficiency These demotives, which are the negative counterparts of motivational factors, reduce students' engagement in learning They often stem from unfamiliar topics in textbooks, inappropriate teacher behaviors, or students' inadequate language skills.
In the realm of teaching English as a Foreign Language (EFL), employing diverse motivational strategies can significantly enhance students' engagement and improve their speaking skills This research revisits various motivational approaches, with a focus on Dürnyei's (2001) motivational strategy framework, which serves as the foundation for this study This model is particularly advantageous for educational contexts due to its comprehensive nature The researcher posits that the key components of this process-oriented framework provide a solid theoretical basis for the successful completion of the thesis.
METHODOLOGY
Context of the study
The research was conducted at Junior High School (TM) in Dan Phuong District, Hanoi, which has grown significantly since its establishment in 1961, expanding from 2 grades and 80 students to 4 grades, 16 classes, and over 640 students annually, supported by 44 teachers Most students hail from nearby villages, and the school follows the national curriculum mandated for public schools in Vietnam.
Ninety eighth-grade students, aged 13 to 14, have been studying English as a foreign language since primary school Currently, they attend three English classes each week, as English is a mandatory subject in the junior high school curriculum.
- Teaching staff at TM consists of 4 teachers of English They are all full- time Vietnamese teachers with at least 3 years of teaching experience with the age ranging from 25 to 48
Despite their limited years of teaching experience, the English teachers at TM are dedicated, enthusiastic, and passionate They actively embrace innovative instructional techniques, demonstrating a strong commitment to supporting new ideas that engage students in effective and exciting ways.
At TM, English instruction is primarily based on a new set of textbooks developed by Hoang Van Van and colleagues, adhering to the standard syllabus This curriculum integrates two widely recognized methodologies: the learner-centered approach and the communicative approach, ensuring effective language acquisition and engagement.
TIẾNG ANH 8 is the third level of English textbooks designed for Vietnamese lower secondary students learning English as a foreign language It adheres to the systematic, cyclical, and theme-based syllabus approved by the Ministry of Education and Training in January 2012 This curriculum emphasizes the practical use of language, including pronunciation, vocabulary, and grammar, to enhance the four essential language skills: listening, speaking, reading, and writing.
The Student’s Book features 12 engaging, theme-based units, each comprising seven sections designed for seven 45-minute lessons These visually rich and cross-curricular units aim to motivate students and create memorable, joyful learning experiences Each unit begins with clear learning objectives that outline the key language and skills to be covered.
The speaking section consists of a series of language skill development lessons designed to enhance students' spoken English abilities This part of the unit focuses on providing additional practice by integrating newly introduced vocabulary and concepts with previously learned language, allowing for application in fresh contexts.
3.1.3 Teaching and learning English at TM
- Though the textbook is designed in the form of communicative competence, teaching and learning English at TM is mainly in traditional way The main teaching
In many classrooms, traditional aids such as blackboards, textbooks, and audio cassettes dominate listening lessons, while modern tools like projectors and computers are rarely available Additionally, the physical overcrowding of classrooms limits the ability to organize activities effectively.
Many students underestimate the significance of English, viewing it as less important than subjects like math, chemistry, and physics, which are prioritized for university entrance exams Consequently, English assessments often neglect speaking skills, leading classes to focus predominantly on reading and writing Grammar instruction is typically deductive, emphasizing rule presentation and practice through translations and exercises, while vocabulary is primarily taught through bilingual lists and memorization This approach results in limited communicative skills among students, highlighting the challenges faced in teaching English, particularly in developing speaking abilities.
Methodology
The study surveyed seventy randomly selected eighth-grade students, all of whom had five to six years of English learning experience Additionally, four English teachers from TM were interviewed to provide further insights into the research topic.
The study involves a randomly selected sample of seventy eighth-grade students from classes 8C and 8D at TM, primarily residing in suburban areas of Ha Noi and hailing from peasant and small business families The participants exhibit varying levels of English proficiency, particularly in speaking skills While some students are motivated and eager to engage in speaking classes, others display a lack of motivation, confidence, and tend to remain silent during lessons.
The 4 teachers of English are asked to complete the questionnaires for teachers They include 1 male and 3 females with the age ranging from 25 to 48 They all have at least 3 years teaching English at TM
Instruments used to gather data are questionnaires; Semi-interview
Questionnaires were developed for students, ensuring that the questions were clear, simple, and comprehensive Each questionnaire included four sub-topics, utilizing a Likert scale to assess the attitudes and perceptions of both students and teachers regarding English speaking skills The focus areas included students' motivation for learning to speak English, factors that demotivate students from participating in speaking classes, motivational strategies employed in teaching speaking skills, and students' interests and desires for speaking activities.
In addition to these, open and close-ended types were used to gather more information
The questionnaire designed for students was initially created in English and subsequently translated into Vietnamese to enhance comprehension During its administration, the researcher provided a brief explanation of key concepts related to speaking skills and activities to ensure students understood their significance.
Teachers administer questionnaires to collect data on the significance of the ten commandments or motivational strategies proposed by Dornyei and Csizer (1989), adapted to the Vietnamese cultural context and incorporating insights from foreign language learners They assess each strategy's importance in the classroom, while students evaluate its effectiveness in enhancing their motivation The English questionnaire utilized in this study is included for reference.
Participants ranked 13 items in a questionnaire based on their importance in enhancing motivation, choosing from five options assigned numerical values from 1 to 5.
Strongly disagree: 1 Disagree: 2 Neutral: 3 Agree: 4 Strongly agree: 5
The primary research method employed in this study is a semi-structured interview, with questions crafted based on Dürnyei's "Motivational Strategies in the Language Classroom" (2001), which outlines various motivational strategies relevant to speaking activities Given that speaking is a fundamental component of English lessons, the strategies identified by Dürnyei can effectively enhance speaking engagement The interview consists of ten open-ended questions, allowing for personalized follow-up inquiries to elicit genuine and individualized responses from participants While the interviews were primarily conducted orally, three out of fifteen were completed via email at the teachers' request, accommodating their preferences for response.
To ensure valid and reliable data collection, the researcher obtained permission from the principal and conducted the study over three weeks Beginning in the first week of the 2020-2021 school year, questionnaires were distributed to seventy students from two classes at TM Junior High School, allowing thirty minutes for completion The researcher explained the study's purpose and significance, assisting students in understanding the questions and providing clarification as needed throughout the process.
The researcher then conducted semi- structured interviews with thirty-five
In the second week, 28 students participated in interviews to assess their overall English competence, with a focus on speaking skills Conducted in the school library for a comfortable and private environment, the group interviews allowed students to support one another's responses The researcher recorded their answers while also taking quick notes for further analysis.
The researcher explored teachers' perceptions of students' speaking motivation and their implementation of motivational strategies in teaching speaking To achieve this, she conducted semi-structured interviews with four English teachers at TM Junior High School during the third week These interviews were held in the teachers' waiting room, and the responses were recorded and noted in her handbook.
The information collected from the two sources was first read carefully and then analyzed both qualitatively and quantitatively
The researcher meticulously reviewed the questionnaire results before entering them into Excel sheets Utilizing various Excel functions, the data was coded, organized, and visually represented through tables and charts for thorough analysis.
The information from the interviews was presented in notes and quotations for further discussions.
Chapter summary
Chapter II presents the overview of exploratory research The study was conducted at a Junior High School in Vietnam, which is located in the suburb of Hanoi This school follows Vietnamese national curriculum with English as the compulsory subject Most of the surveyed students have more than six years of learning English at school or at their kindergarten years All of four teacher participants are qualified enough and have at least three-year experience of teaching English as a foreign language
The researcher invited participants to finish the questionnaires and take part in
The results from the semi-structured interviews, along with the coded data from questionnaires organized in Excel sheets, were presented through tables, charts, and figures Information gathered from interviews with teachers and students was meticulously recorded and noted for subsequent discussion, with further analyses detailed in the following chapter.
FINDINGS
Students’ attitude toward learning English
To understand the factors influencing students' motivation in speaking English, it's crucial to examine their reasons for learning the language Participants were allowed to select multiple options for their motivations, and the feedback collected is presented in the tables below The data was subsequently analyzed and categorized based on two types of motivation: integrative and instrumental.
Table 1: Types of students’ motivation
Reasons for learning English Responses Percentage Type of motivation
A I want to get scholarship and study abroad in English speaking countries
B English is a beautiful language, it is quite easy to learn and I like it
C I can communicate and make friend from around the world
D Because I want to understand films, music, newspapers, stories or books in English
E Because I can get pass the 13 18,57% Instrumental
31 interview and get a better job
F I want to study at university in the future and English is the core subject in the exam
G Because it makes me look more knowledgeable and people will respect me
H Because English is a compulsory school subject, I will get scolded by my parents if I fail the test
The survey results indicate that a significant majority of students exhibit instrumental motivation for learning English, with percentages ranging from 17.14% to 40% across various motivational factors Notably, many students acknowledge that they are compelled to study English due to its status as a mandatory subject in their academic programs.
A survey revealed that many students question the necessity of learning English, with one stating, "Why am I forced to learn English even though I won’t use it in my future career?" Additionally, one-third of the students view English as a valuable tool for understanding movies, music, books, and newspapers, while others aspire to appear more knowledgeable and gain respect.
Thirteen students recognize the necessity of English for their future careers, particularly as many plan to work in factories post-graduation, leading them to undervalue English's importance in their professional lives Their motivations for learning English are largely extrinsic rather than intrinsic, driven by factors such as external pressure to learn, a desire to engage with English-language media, and the pursuit of knowledge.
Compared to the overall score, significantly fewer students exhibit a high level of integrative motivation toward learning English Only 23 students demonstrate a positive attitude toward the L2 community, recognizing that studying English facilitates interaction with diverse English speakers and participation in various cultural activities In contrast, a mere 5 students appreciate English as a beautiful language and express a desire to learn it Additionally, only around 13 students show enthusiasm for the language.
Many students in rural areas aspire to secure scholarships to study in English-speaking countries, driven by their educational goals It is common for high school graduates in these regions to aim for admission to national universities, while the concept of studying abroad in European countries remains relatively unfamiliar to them.
Teachers and students share similar views on motivation in learning English, with two-thirds of teachers noting that students feel inspired to speak when they see classmates or peers excel in English, whether in real life or on screen Additionally, students often strive to imitate their favorite film stars and aim for better grades A teacher pointed out that students are also encouraged when they witness their teachers' proficiency in English Overall, both groups agree that students are primarily motivated by practical reasons in their English learning journey, particularly in speaking.
To conclude, the respondents are to a certain extent integratively motivated but they still have a higher degree of instrumental motivation.
Students’ demotivation in speaking English
4.2.1 Students’ difficulties in speaking English
The second section of the questionnaire aimed to identify the factors that demotivate students in learning to speak English Questions 2 and 3 specifically explored students' perceptions of their English proficiency and their interest in the subject The findings are illustrated in the accompanying charts.
The pie chart reveals that the majority of surveyed students rated their English proficiency as average, with 31 responses This is followed by 22 students who assessed their skills as poor, and 9 who considered their proficiency very bad Notably, only 6 students felt their English was good, while just 1 student expressed confidence in having very good English skills.
Chart 1: Students’ perception of their English proficiency
The results aligned with teachers' expectations, revealing that approximately 35% of students were rated as average, while around one-fourth were considered poor The remaining students were evenly distributed between good and very poor levels However, the consensus among teachers was that none of the students excelled in English.
Teaching and learning English, especially speaking skills, encounter significant challenges due to students' low proficiency levels Additionally, many students report difficulties in understanding their English-speaking classes, exacerbating the issue.
A survey revealed that 53% of students responded to English speaking lessons, with 18% finding them interesting and 13% describing them as boring Among the 11 students who selected an alternative response, 4 found the classes difficult yet interesting, 4 considered them average, and 1 deemed them very interesting Notably, 2 students expressed dissatisfaction with the teacher's monotonous voice and the noisy classroom environment Overall, the feedback indicates a general lack of motivation among students towards English speaking lessons.
Students' language competence very bad bad medium good very good
Chart 2: Students’ attitudes toward speaking lessons
To explore the factors that demotivate students during English speaking lessons, the writer posed the question: “What are your difficulties in participating in English speaking lessons?” Students were allowed to select multiple factors contributing to their challenges The results are summarized in the table below.
Table 2: Difficulties students encounter when taking part in
Difficulties in speaking English Results Percentage
A I don’t understand what teacher and my friends are saying
B I don’t have enough vocabulary to express my ideas 46 65,71%
C My pronunciation is poor, so teacher can’t understand what I mean
D English structures (grammatical rules) are complicated
E I am not confident to speak 32 45,71%
F I am afraid of making errors 25 35,71%
G I am afraid of being mocked by friends 1 1,43%
H I am not used to talking in class 4 5,71%
I I find it difficult to express words or sentences 25 35,71%
J I am confused how to use appropriate words 22 31,43%
The table highlights that the primary demotivating factor for students in learning English is the subject's complexity Notably, the overwhelming "vocabulary load," characterized by students' insufficient vocabulary, ranks as the leading cause of demotivation.
Students’ attitudes toward speaking lessons
A survey revealed that linguistic factors significantly hinder students' participation in speaking lessons, with 65.71% of respondents citing various challenges Key difficulties included listening issues (41.43%), struggles with understanding structures (40%), poor pronunciation (38.57%), and problems with word expression (35.71%) Additionally, 31.43% of students experienced confusion in word choices Demotivating personal traits and learning styles also played a role, as 45.71% reported a lack of confidence to speak and 35.71% expressed fear of making mistakes Notably, only 5.71% admitted to rarely speaking in class, and a mere 1.43% feared mockery from peers These findings underscore that linguistic barriers are the primary obstacles preventing students from engaging fully in speaking activities.
Teachers identified students' lack of language background knowledge as the primary demotivating factor in language learning They ranked the challenges students face in the following order: vocabulary load, structural difficulty, listening skill challenges, and pronunciation errors Additionally, teachers noted that students' learning styles significantly impact their engagement, with many students hesitant to speak due to fear of mistakes or ridicule from peers Others struggle to participate in speaking activities because of low confidence or limited experience speaking in front of large audiences.
4.2.2 Demotivating factors related to teacher
Research indicates that several factors contribute to students' demotivation in learning a target language, including teachers' personality traits, incompetence, intolerance, lack of interest in students, monotonous teaching methods, inadequate use of audio-visual aids, ineffective teaching strategies, and negative behaviors such as criticizing or shouting at students (Chambers, 1993; Mallala, 2003; Keblawi, 2005; Wolters, Pintrich, & Karabenick, 2005; Amemori, 2012; Manasreh, 2010; Javid, Farooq, & Gulzar, 2012).
In this study, the writer tried to explore teacher-related factors that hinder students’ engagements in speaking lessons The following table show statistically the responses of the participants
Table 3: Student –related demotivators in speaking English
Which of the following behaviors of your teacher make you demotivated in speaking lessons? Responses Percentages
A Teachers of English do not use English in class all the time
B Teachers do not explain in Vietnamese 22 31,43%
C Teacher often interrupts me when I make mistakes, which makes me unconfident
D Teacher does not go around working with students frequently, so it is not convenient for me to ask for help when I have difficulties
E Teacher often does not give clear enough explanation and instruction before each task, so I frequently do not know what to do
F Teacher speaks fast, so I have difficulty understanding
G Teacher’s language competence is not good 15 21,43%
H Teacher is so yielding that he or she cannot maintain discipline in class
I Teacher and students’ relationship is not good 16 22,86%
J Teachers are not enthusiastic enough 11 15,71%
K Teacher criticizes me when I say anything wrong 20 28,57% From the above table we can see that the most teacher-related demovator is his/ her fast pace of speech that causes students’ difficulty in perceiving (44,29%)
A significant barrier to effective speaking lessons is the lack of Vietnamese explanations, with 31.43% of students citing this issue Additionally, poor instructional skills from teachers contribute to low student motivation, as 30% of participants expressed uncertainty about their tasks Inappropriate teacher behaviors, such as criticizing students for mistakes (28.57%) and frequently interrupting to correct errors (21.43%), further undermine student confidence and willingness to participate This constant correction can make students feel uncomfortable, leading them to perceive themselves as poor speakers, which diminishes their confidence and motivation to engage in future discussions Consequently, the teacher-student relationship suffers, with 22.86% of participants acknowledging this disconnect One student highlighted the issue, stating, “My teacher often yells at us when we say something wrong.”
Teachers' negative comments on students' mistakes can significantly diminish their motivation to speak Language learning is inherently a process of trial and error, and errors should be viewed as a natural part of that journey Positive reinforcement from teachers encourages learners to engage and take risks in their speaking practice, while negative feedback can lead to silence and reluctance to participate in lessons.
The data indicates that approximately 30% of respondents believe that a teacher's lack of enthusiasm, language incompetence, and excessive use of English are not the primary issues affecting student engagement.
Teachers play a crucial role in motivating students in the EFL classroom, with many agreeing that their language competence is the most significant factor One teacher emphasized that to effectively encourage students to speak, educators must demonstrate proficiency in the language, inspiring students to imitate their pronunciation and speech patterns.
Another teacher shared: “Teachers’ teaching methodology, I mean, way to produce a speaking lesson affects students’ motivations most Using different strategies can help”
Motivational strategies commonly used in speaking class
Dornyei identifies three key macro-strategies for motivating students in second/foreign language classrooms, which include fostering positive teacher behaviors and relationships, creating a supportive classroom atmosphere, and establishing a cohesive learner group with suitable norms However, my study found that only one of these macro-strategies, maintaining good rapport with student-teachers, aligns with the initial stage of Dornyei's motivational teaching strategies framework.
4.3.1 Creating the Basic Motivational Conditions
Establishing essential motivational conditions involves fostering positive relationships between teachers and students, as well as cultivating a supportive atmosphere and cohesive learning groups guided by appropriate norms The statistical findings are illustrated in the chart below.
Chart 3: Teachers’ frequency on creating basic motivation condition in speaking class
In question 7, the writer focuses on measuring the frequency of teachers’ strategies to create the basic motivational condition These criteria are adopted from Dorney’s
The chart indicates that teachers rarely implement motivational strategies, as only a small percentage of students reported using them often or very often Specifically, encouraging risk-taking and accepting mistakes were the most common strategies, with 24.29% of students selecting "often" and 7.14% choosing "very often." In comparison, other strategies hovered around 10% to 11% for these frequency options Notably, over half of the participants expressed that their teachers seldom or never employed such motivational techniques.
The initial factors contributing to student demotivation in speaking English are highlighted in Figure 3.1, which emphasizes the importance of establishing basic motivational conditions in the classroom According to Dornyei (2001a), effective motivational strategies require specific classroom conditions, including appropriate teacher behavior, a pleasant atmosphere, and a cohesive learner group Unfortunately, these strategies are rarely implemented in the target school Surveyed students expressed frustration, stating, “My teacher speaks almost all the time, and we just answer her questions, not actually speaking in English.”
Never Seldom Sometimes Often Very often
Creating the basic motivational condition
Share of personal interest in language Develop a personal relationship encourage risk-taking, mistakes Bring and encourage humor.
Use small group tasks regularly
Creating a pleasant and supportive classroom environment is essential for maintaining motivation in L2 learning According to Dornyei (2007a), an enjoyable and inspirational atmosphere enhances student engagement Strategies such as incorporating humor and fostering a safe climate for risk-taking can significantly contribute to this positive environment (Dornyei, 2001a) However, many teachers rarely implement these techniques during speaking lessons, as evidenced by a survey indicating that 58% of educators seldom or never use humor and 57% do not share personal interests in foreign languages.
Promoting a cohesive learner group is essential for fostering motivation among students, as the dynamics within a group significantly influence their engagement (Dornyei & Malderez, 1999; Dornyei & Murphey, 2003) According to Murray and Christison (2011), educators should equip students with cooperative skills and principles of collaborative learning, ensuring they recognize the value of group work, develop necessary language skills, and have ample time to practice these skills However, a concerning 62.85% of students reported that their teachers rarely or never incorporate small group work in speaking activities Interviews with teachers revealed that a common challenge is students remaining silent during discussions, which hinders their language development and discourages teachers from utilizing this effective strategy.
A teacher emphasized the importance of dividing the class into pairs or small groups to enhance student motivation in speaking activities They noted that larger groups can hinder participation, as students have fewer opportunities to express themselves.
Different opinions exist regarding the use of group work in the classroom, highlighting that its effectiveness largely depends on teachers' approaches and strategies.
Teachers emphasize that fostering risk-taking and building personal relationships with students are crucial for successful English teaching and maintaining student motivation They observe that students are more engaged in classrooms where positive relationships with teachers exist Additionally, when teachers encourage students to express themselves freely without the fear of making mistakes, it enhances their excitement and inspiration to learn Teachers recognize that fear of errors can impede students' willingness to excel in English, but by acknowledging that mistakes are a natural part of learning a foreign language, they can help build students' self-confidence and persistence in achieving their goals.
The success of teaching and learning English in the classroom hinges on the warm and supportive relationships between teachers and students Teachers' respect for students fosters a relaxed learning environment, which is crucial for developing speaking skills, where mistakes are common This mutual trust allows students to freely express their ideas and opinions However, survey results indicate that students feel these supportive strategies are seldom employed by their teachers, contrasting with teachers' beliefs that such strategies are essential for motivating students.
The next step in the framework after establishing basic motivation is generating initial motivation, where teachers aim to engage students and spark their excitement and curiosity about the topic Various techniques, including ice breakers and pre-teaching activities, are employed to stimulate thought-provoking discussions and enhance student involvement in the lessons.
43 illustrations of the topic Here are the figures that reflect how the above techniques help to generate students’ initial motivation
Table 5: Ice-breaking techniques motivating students best before starting a speaking lesson
Activities Strongly disagree Disagree Neutral Agree Strongly agree
Encourage students with positive speech
Ask question on the related topic
Share own experiences with students
Talk on some other topics
Make students share their knowledge
The data indicates that students generally hold neutral views on ice-breaking techniques, with a significant number opting for the neutral response However, certain strategies stand out as effective in enhancing student motivation during speaking lessons Notably, teachers sharing personal experiences, utilizing inspirational videos, and posing brainstorming questions each garnered approximately one-third of the votes, highlighting their importance in engaging students.
Only 15% of students participated in voting, indicating a surprisingly low level of engagement Additionally, just 2.86% of students found discussing various topics in speaking lessons effective, which may be attributed to their limited language proficiency These language barriers hinder their ability to absorb and process multiple concepts simultaneously.
Survey results suggest that visual teaching aids, such as videos and pictures, significantly enhance student motivation Additionally, posing direct questions related to the topics effectively sparks initial interest among learners.
The findings reveal a discrepancy between the results and teachers' responses regarding motivation techniques for students in the early stages of learning All three teachers indicated that students generally find listening to the teacher's storytelling more engaging than simply hearing the teacher read a story.
