LITERATURE REVIEW 2.1 Theoretical background of motivation
Definitions of motivation
Motivation has been defined by different authors in various ways Myers
(1996) defines motivation as “a need or desire that serves to energize behavior and to direct it towards a goal (p.297)”, he is talking about stimuli which trigger the motivation process
MacIntire defined motivation as “an attribute of the individual describing the psychological qualities underlying behavior with respect to a particular task”
Motivation, as defined by Dornei (2001), refers to the antecedents that drive individuals to take action, explaining their decision-making processes, the intensity of their efforts, and their commitment to sustaining activities He highlights two key dimensions of human behavior related to motivation: direction and magnitude (intensity).
According to Gardner’s socio- education model, motivation is defined as the learner’s orientation with regard to the goal of learning a second language
Motivation drives all aspects of life, influencing even basic actions like eating, which is prompted by hunger The pursuit of education stems from a desire for knowledge, while motivators can range from rewards to coercion, shaping our behaviors and choices.
Motivation is a key psychological trait that drives individuals to achieve their goals It encompasses a process that triggers, regulates, and maintains specific behaviors, influencing their nature, strength, and persistence As a vital component in goal-setting and achievement, research indicates that individuals can actively enhance their motivation and self-control.
Types of motivation
There are various types of motivation that influences human beings These different motivation types have different short and long term effects on people
Understanding the different types of motivation is essential for effectively applying them in various situations By identifying the most appropriate motivation type for each individual or circumstance, we can maximize our impact and foster better outcomes.
So let's get straight into the different types of motivation
2.1.2.1 Intrinsic and Extrinsic motivation a Intrinsic motivation
Motivation can be classified in different ways In some studies, motivation is categorized into two types: intrinsic and extrinsic motivation
Intrinsic motivation is the drive that originates from within an individual, fueled by personal enjoyment and the sense of accomplishment gained from engaging in a specific activity For instance, individuals passionate about music are intrinsically motivated to practice their instruments, participate in classes, and immerse themselves in various musical endeavors.
Intrinsic motivation is a powerful driving force that not only fosters long-lasting influence but also leads to greater satisfaction upon achieving desired results, free from feelings of regret or remorse.
While intrinsic motivation can be powerful, it is often challenging to cultivate Achieving intrinsic motivation for specific tasks can be difficult, as it largely relies on an individual's personal interests and preferences.
Our deep-rooted desires have the highest motivational power Below are some examples:
Acceptance: We all need to feel that we, as well as our decisions, are accepted by our co-workers
Curiosity: We all have the desire to be in the know
Honor: We all need to respect the rules and to be ethical
Independence: We all need to feel we are unique
Order: We all need to be organized
Power: We all have the desire to be able to have influence
Social contact: We all need to have some social interactions
Social Status: We all have the desire to feel important b Extrinsic motivation
Extrinsic motivation refers to the drive that originates from external factors rather than within oneself An example of this is the desire to excel at work in pursuit of a promotion Common forms of extrinsic motivation include social recognition, financial rewards, fame, competition, and material accomplishments.
Extrinsic motivation is external in nature The most well-known and the most debated motivation is money Below are some other examples:
Employee of the month award
Extrinsic motivation can be further categorized into moving towards motivation and moving away motivation
Extrinsic motivation refers to the drive to achieve or obtain a goal through external rewards or incentives This type of motivation encourages individuals to take action by offering tangible benefits for their efforts.
Motivation to pursue money or to achieve something is a form moving toward motivation
The primary emphasis of moving toward motivation is the pursuit of pleasure, while extrinsic moving away motivation serves as its counterpart, driven not by the desire for rewards but by the need to evade negative outcomes.
Many children are motivated to brush their teeth properly primarily to avoid dentist visits rather than to maintain healthy teeth Their drive often comes from a desire to escape negative experiences rather than pursuing positive outcomes.
The main focus of the moving away motivation type is to avoid pain and fear
2.1.2.2 Integrative and Instrumental motivation a Integrative motivation
Motivation plays a crucial role in a learner's approach to acquiring a second language, as highlighted by Crookes and Schmidt (1991) Successful language learners often have a positive affinity for the speakers of the language, a deep appreciation for the associated culture, and a strong desire to engage with or assimilate into the community where the language is spoken (Falk 1978).
Integrative motivation plays a crucial role in language learning, especially for individuals who relocate to communities where the target language is spoken This form of motivation drives learners to achieve proficiency in the language, essential for social integration and community membership As defined by Falk (1978) and Finnegan (1999), integrative motivation reflects a student's desire to connect with the people, society, and culture associated with the language they are learning.
Instrumental motivation differs from integrative motivation, as it focuses on the practical benefits of learning a second language This type of motivation is driven by the desire to achieve specific, tangible outcomes from language study, such as career advancement or academic success.
Achieving goals, such as passing exams or obtaining a degree, is heavily influenced by a student's perception of a language's usefulness and its relevance to their future career aspirations (Chambers, 1999).
Instrumental motivation in language acquisition focuses on practical benefits, such as fulfilling educational requirements, enhancing job prospects, or improving social status This type of motivation is commonly seen in second language learners who may not seek social integration within communities that speak the target language, or may even prefer to remain separate from them.
Gardner and Lambert (1959, 1972) showed that success in a second language learning is likely to be lower if the underlying motivation orientation is instrumental rather than integrative
In high schools, students often study a second language primarily for future job prospects rather than personal interest, reflecting what is known as instrumental motivation.
The role of motivation in language acquisition
Research indicates that motivation significantly impacts students' use of second language (L2) learning strategies, their interaction with native speakers, and the amount of target language input they receive Additionally, it affects their performance on curriculum-related assessments, overall proficiency levels, and the duration of skill retention after formal language study Consequently, understanding students' motivation is vital for effective L2 learning.
Gardner (1996) proposed that motivation is a hybrid concept, defined as an internal attribute influenced by external forces (MacIntire et al., 2001, p 463) While motivation research has explored various human behaviors beyond language learning, its critical importance in the process of language acquisition has become increasingly recognized over the past 45 years.
Motivation plays a crucial role in the learning process, significantly influencing student engagement in academic activities It not only affects the extent of learning but also determines how effectively students absorb information Motivated learners tend to employ higher cognitive processes, enhancing their understanding of the subject matter Various factors can spark motivation, including inherent personality traits and sustained interests in specific topics.
Motivation is essential for fulfilling basic human needs such as food, shelter, love, and self-esteem Individuals are driven to achieve these needs, and their motivation increases when they feel a sense of control over their success Conversely, a lack of perceived control can lead to decreased motivation to pursue goals.
Motivation is driven by the belief that individuals' efforts to achieve goals are influenced by their expectations of rewards People are more likely to be motivated to take action when they believe they will succeed and receive the rewards they anticipate.
2.1.4 Some factors affecting motivation in learning foreign language
The term "intelligence" has historically been linked to performance on specific tests, with numerous studies indicating that IQ scores can effectively predict a learner's success Recent research suggests that these intelligence measures may correlate more closely with certain aspects of second language proficiency than with others, highlighting the importance of understanding the nuances of language learning aptitude.
Research indicates that certain individuals possess an exceptional aptitude for language learning, enabling them to acquire foreign languages rapidly This ability to learn quickly is the defining characteristic of language learning aptitude.
Researchers have extensively studied the "aptitude" factor to create tests that predict individuals' effectiveness as learners of foreign languages in classroom environments These assessments are grounded in the belief that aptitude encompasses various types of abilities.
The ability to identify and memorize new sounds
The ability to understand the function of particular words in sentences, how words function grammatically in sentences
The ability to figure out grammatical rules from language sample
Memory for new words c Personality
Personality traits significantly influence second language learning, with various theories suggesting they are key predictors of success Characteristics such as extroversion, introversion, risk-taking, inhibition, dominance, talkativeness, and responsiveness are central to the ongoing discussions surrounding this topic Additionally, learners' beliefs play a crucial role in shaping their language acquisition experiences.
Second language learners, especially older individuals, often have strong beliefs about their preferred instructional methods, which are shaped by their past learning experiences While they may not be fully aware of their personal learning styles, these beliefs influence their assumptions about the most effective ways to learn a new language.
Age is a significant factor influencing success in second language learning, as it is more easily defined and measured than aspects like personality, aptitude, or beliefs However, the correlation between a learner's age and their potential for successful language acquisition remains a topic of considerable debate.
Teacher enthusiasm significantly influences student learning and attitudes, as noted by Caruso (1982) When teachers exhibit enthusiasm, it fosters a greater interest among students, creating enhanced learning opportunities Enthusiastic teachers dedicate more time to engaging presentations and providing positive feedback, which further encourages student participation and motivation.
Encouragement is an essential aspect of effective teaching, as it helps instill confidence in students and motivates them to excel By providing inspiration, stimulation, and sincere compliments, teachers can foster a positive learning environment that promotes continued participation in academic activities Building strong relationships with students through encouragement significantly impacts their study habits and overall success.
When the teacher has a good relationship with the students, it is easier for her/ him to understand their students’ feelings, emotions, passions, etc…
Teaching and learning conditions play a crucial role in students' language acquisition Research indicates that enhancing these conditions leads to greater student success while also boosting teacher efficacy and motivation.
2.2 Theoretical background of speaking skills
2.2.1 Communicative language teaching (CLT) approach
Communicative Language Teaching (CLT) is a method for teaching second and foreign languages that prioritizes interaction as both the primary means and ultimate objective of language acquisition Often known as the "communicative approach," this teaching strategy focuses on enhancing learners' ability to communicate effectively in real-life situations.
At the level of language theory, CLT has a rich, if somewhat eclectic, theoretical base Some of the characteristics of this communicative view of language follow:
Language is a system for the expression of meaning
The primary function of language is for interaction and communication
The structure of language reflects its functional and communicative uses
The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse
Theoretical background of speaking skill
2.2.1 Communicative language teaching (CLT) approach
Communicative Language Teaching (CLT) is a method for teaching second and foreign languages that prioritizes interaction as both the primary means and ultimate objective of language learning Often called the "communicative approach," this technique focuses on enhancing learners' ability to communicate effectively in real-life situations.
At the level of language theory, CLT has a rich, if somewhat eclectic, theoretical base Some of the characteristics of this communicative view of language follow:
Language is a system for the expression of meaning
The primary function of language is for interaction and communication
The structure of language reflects its functional and communicative uses
The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse
Communicative Language Teaching (CLT) is best viewed as an approach rather than a strict method, encompassing a diverse array of principles that promote a communicative perspective on language learning This flexibility allows CLT to support various classroom procedures effectively.
Learners learn a language through using it to communicate
Authentic and meaningful communication should be the goal of classroom activities
Fluency in an important dimension of communication
Communication involves the integration of different language skills xix
Learning is a process of creative construction and involves trial and error
2.2.1.4 The role of teacher, students, instructional materials in CLT a Teacher roles
In Communicative Language Teaching (CLT), teachers assume various roles, with the significance of each role influenced by the specific interpretation of CLT Breen and Candlin outline these teacher roles, emphasizing their impact on the language learning process.
Teachers play a crucial role in the classroom by facilitating communication among participants and engaging with various activities and texts Additionally, they serve as independent participants within the learning environment These primary roles lead to several secondary responsibilities, including organizing resources and acting as a resource themselves, as well as guiding classroom procedures and activities (Richards and Rodgers, 2001).
In Communicative Language Teaching (CLT), teachers must adopt less teacher-centered classroom management skills, focusing on creating an environment conducive to communication and interactive activities During these activities, the teacher plays a supportive role by monitoring student participation and encouraging engagement while refraining from immediately filling in gaps in vocabulary, grammar, or strategies, instead noting these for future discussion After completing a series of activities, the teacher facilitates a debriefing session, highlighting alternatives and extensions to the tasks and guiding students in self-correction discussions.
In Communicative Language Teaching (CLT), the focus shifts from mastering language forms to enhancing communication processes, resulting in distinct roles for learners compared to traditional second language classrooms According to Breen and Candlin, this approach redefines the learner's role, emphasizing active participation and engagement in meaningful communication.
The learner acts as a negotiator, balancing personal learning goals with the collaborative dynamics of group activities in the classroom This role emphasizes the importance of mutual contribution, where learners should engage actively to gain knowledge while fostering interdependence within the group.
110, cited in Richards and Rodgers 2001: 166) c The role of instructional materials
Communicative Language Teaching (CLT) relies on diverse materials to enhance classroom interaction and language use These materials play a crucial role in fostering communicative competence among learners This article will explore three key types of materials utilized in CLT: text-based, task-based, and realia, highlighting their significance in promoting effective language communication.
To enhance Communicative Language Teaching (CLT) classes, a diverse array of engaging games, role plays, simulations, and task-based communication activities have been developed These resources include unique materials such as exercise handbooks, cue cards, activity cards, and booklets designed for pair communication and student interaction practice.
Proponents of Communicative Language Teaching (CLT) emphasize the importance of using authentic materials in the classroom, including real-life language resources like signs, magazines, advertisements, and newspapers Additionally, graphic and visual aids such as maps, pictures, symbols, graphs, and charts can enhance communicative activities Various objects, such as plastic models that can be assembled from instructions, can also be utilized to support these communicative exercises effectively.
Speaking is defined as the action of conveying information and expressing thoughts and feelings through spoken language, according to the Oxford Dictionary of Current English (2009) This highlights the importance of effective communication in verbal interactions.
Chaney (1998), however, considered speaking a process: “speaking is the process of building and sharing meaning through the use of verbal or non-verbal symbols in a variety of contexts” (p.13)
Speaking is a crucial skill in language teaching and learning, recognized for its importance in effective communication According to Nunan (2003, p.48), speaking is defined as the productive oral skill that involves generating structured verbal expressions to convey meaning Mastery of this skill is essential for successful language acquisition.
Bygate (1987) emphasizes the importance of distinguishing between knowledge and skill in speaking lessons, which is vital for effective teaching A successful learner must not only understand grammar, vocabulary, pronunciation, and intonation but also possess the skill to apply this knowledge in communication.
2.2.2.2 Characteristics of successful speaking activity
Speaking is a vital oral skill among the four language abilities: reading, speaking, listening, and writing It is essential to incorporate classroom activities that enhance students' ability to communicate verbally, making it a key element of any language course Effective speaking activities can significantly boost students' speaking proficiency According to Ur (1996: 20), successful speaking activities possess four key characteristics.
1 Students talk a lot As much as possible of the period of time allotted to the activity is in fact occupied by student talk This may seem obvious, but often most time is taken up with teacher talk or pauses
2 Participation is even Classroom discussion is not dominated by a minority of talkative participants; all get a chance to speak, and contributions are fairly evenly distributed
RESEARCH METHODOLOGY AND RESULTS 3.1 Background of research methodology
The participants
A total of 135 students were selected from a pool of 675 students at Ky Anh High School, representing approximately 21.25% of the student body The sample included students from three classes: 10A1, 10A3, and 10B9 Among them, 40.7% were boys, while the remainder were girls, with all students hailing from Ky Anh District, predominantly from rural areas.
Before selecting the students for this research, the author gathered relevant information, ensuring that each participant had a minimum of four years of English education at the secondary school level Their final exam scores ranged from 5 to 7, indicating that they possessed an average level of English proficiency suitable for participation in the study.
The research questions
The survey seeks the answers to four questions below:
1 Why do the students want to learn English speaking skill?
2 What are the factors which motivate the students in learning speaking?
3 What have the teachers done to motivate their students in speaking learning?
4 What motivational strategies and techniques can be applied to speaking lessons?
Instruments
To find answers to the research questions, the study collects data from survey questionnaire, classroom observation and interviews
3.1.3.1 The survey questionnaire for the students
The survey focused on assessing students' attitudes toward English speaking skills and the teaching methods employed at Ky Anh High School Additionally, it aimed to explore the motivations behind students' desire to learn this essential skill.
The survey featured 10 concise and straightforward questions focused on English speaking skills and student motivation Each participant received a single sheet of paper and had ten to fifteen minutes to answer independently, using a multi-point scale While the tasks were relatively simple, maintaining focus throughout the questions required some effort from the respondents.
The interview featured nine questions aimed at gathering students' perspectives on English learning, specifically focusing on the challenges they face in speaking and the factors influencing their studies Conducted as an informal dialogue between the researcher and the students, this approach facilitated an open exchange of ideas and experiences related to English language acquisition.
In the 2011-2012 academic year, observations were conducted at Ky Anh High School, focusing on the performance of eight different classes Each observation session lasted three periods, totaling 135 minutes, during which the researchers meticulously recorded all classroom activities.
Data collection procedure
The time for data collection lasted during two months of March and April in the second semester of the school year 2011-2012
In the initial month, the author closely monitored the performance of teachers across eight classes, meticulously documenting interactions between educators and students This detailed observation allowed for insightful conclusions to be drawn regarding teaching effectiveness and classroom dynamics.
In April, the author reached out to students to participate in interviews, which were conducted to gather insights on a specific topic Prior to each session, the researcher clarified the interview's purpose to the participants Each interview lasted between 10 to 15 minutes, with the data meticulously recorded and subsequently translated into English.
In the final week of practice, questionnaires were distributed to 135 students across three classes: 10A1, 10A3, and 10B9 Each student was given approximately 15 minutes to complete the questionnaire, and the study's purpose and significance were clearly explained to ensure understanding among all participants.
Preliminary results and data analysis
3.2.1 Students’ motivation in learning English speaking skill
The researcher aimed to understand students' attitudes towards learning English and developing their speaking skills in the classroom by utilizing a survey questionnaire and conducting interviews Through these methods, the author discovered insights into the reasons behind students' motivation to learn English.
Figure 1: Students’ attitude toward learning English
90 very important not very important not at all
The survey revealed that approximately 84% of students recognized the significant role of English in their education, considering it one of the most important subjects During interviews, students expressed their enthusiasm for learning English, citing both its importance and their genuine interest in the language Conversely, only about 6% of the respondents felt that English was not important at all.
Figure 2: Students’ attitude toward learning English speaking skill very important not very important not at all
The pie chart reveals that approximately 70% of students consider English speaking skills to be the most important among the four fundamental English skills In contrast, only 12% of students believe that speaking English holds little significance, while a surprising 18% assert that it is not important at all.
Table 1 shows the reason why the students want to learn English speaking skill It is also the first motivation of the students in learning this important skill
Table 1: The students’ reasons for learning English speaking skill
1 To get a good job in the future 115/135 85.18 %
4 To read newspapers, watch TV program, listen to music … in English
6 To get good marks in the exam 10/135 7.4 %
8 To understand the people, culture of
The primary motivation for learning English speaking skills among students is to secure future employment, with approximately 86% recognizing this as their main goal They believe that fluency in English significantly enhances communication abilities and increases job opportunities, ultimately fostering greater confidence and proactivity in the job market.
Over 60% of students expressed a desire to learn English for travel purposes, while 66% indicated that enhancing their speaking skills was essential for communicating with foreigners and understanding the cultures of English-speaking countries These motivations are interconnected, as students noted that learning English enables them to interact with international tourists, gain insights into diverse cultures, and improve their job performance Additionally, proficiency in English helps them navigate potential culture shocks during their travels abroad.
Next, 40% students expressed that studying abroad was the reason why they studied English speaking skill
Only 7 of 135 students claimed that they studied English speaking because they wanted to satisfy their parents and 10 of 135 students supposed that they learned this skill to get a good mark in the exam This was understandable because almost students supposed that the final examination depended on the grammatical structure not speaking skill Similarly, 18 of 135 students perceived that they learned English speaking to read newspapers, watch TV programs, listen to music… in English
The primary motivations for students learning English speaking skills are integrative and instrumental, with the majority aiming to improve job prospects and enhance their understanding of foreign cultures This motivation significantly impacts the amount of input students receive in the target language, their overall proficiency levels, and the frequency of language use Motivated students engage in higher cognitive processes during their learning, underscoring the undeniable importance of motivation in language acquisition.
3.2.2 Factors affecting students in learning English speaking skill
The table below reveals the difficulties the students cope with in learning English speaking skill
Table 2: The difficulties of students in English speaking learning
8 The students are not confident with their own ability 121/135 89.62
The primary challenge faced by students in learning to speak English is their lack of confidence in their abilities, with nearly 90% expressing doubts Interviews revealed that many students fear public embarrassment, which contributes to their confusion and anxiety This anxiety often hinders their ability to communicate effectively, resulting in frequent stuttering when trying to express themselves in English.
Students faced significant challenges in learning to speak English, with 80% citing a lack of time for speaking activities and nearly 70% struggling with grammar mistakes Additionally, over 50% of students reported confusion due to limited vocabulary and incorrect pronunciation, contributing to their difficulties in mastering spoken English.
Boring speaking activities and topics in an English classroom can hinder student engagement, as they fail to foster a pleasant and supportive atmosphere This lack of stimulation negatively impacts students' motivation, contrasting with the goal of creating an encouraging learning environment.
With class sizes reaching 45 students, teachers often struggle to give individual attention, which is crucial for maintaining student motivation This lack of personal engagement can lead to distractions among students, ultimately impacting their learning experience.
To explore the factors influencing students' English speaking abilities, a survey with seven criteria was administered During data collection, participants identified additional factors, enhancing the survey's overall insights.
Table 3: The factors affecting students’ speaking learning
6 The content of the textbook 92/135 68.14 xxxi
The table highlights that students' ability and learning methods significantly influence their motivation, with approximately 95% of students identifying these factors as critical to their speaking skills development Key elements of language ability encompass intelligence, aptitude, personality, and beliefs, all of which play a vital role in the learning process.
The classroom atmosphere emerged as a crucial factor for students, with 112 out of 135 indicating its importance Additionally, around 60% of students felt that external influences, such as engaging speaking topics and activities, significantly impacted their speaking skills They noted that stimulating topics and interactive activities often enhanced their motivation Furthermore, the overall learning conditions also played a vital role in their academic performance.
Enthusiastic teachers were also very important in successful English classroom Nearly 73% students supported this factor
On the other hand, nearly 47% students supposed that their partner and competition between the students motivate them
In interviews conducted by the author, many learners expressed that speaking English was challenging due to insufficient vocabulary, grammar issues, and pronunciation difficulties, which ultimately resulted in a lack of motivation during speaking lessons Additionally, overcrowded classrooms were identified as another factor contributing to their demotivation.
