VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS FACTORS AFFECTING STUDENTS’ MOTIVATION IN LEARNING SPEAKING SKILLS (NHỮNG YẾU TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC HỌC KỸ NĂNG NÓI CỦA SINH VIÊN ) Student : NGO THI TRANG Student code : 621257 Major : ENGLISH LINGUISTICS Supervisor : PHAM THI HANH, M.A Hanoi – 2021 VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE FACULTY OF EDUCATION AND FOREIGN LANGUAGES BA THESIS FACTORS AFFECTING STUDENTS’ MOTIVATION IN LEARNING SPEAKING SKILLS (NHỮNG YẾU TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC HỌC KỸ NĂNG NÓI CỦA SINH VIÊN ) Student : NGO THI TRANG Student code : 621257 Major : ENGLISH LINGUISTICS Supervisor : PHAM THI HANH, MA Hanoi – 2021 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled: “Factors affecting students’ motivation in learning speaking skills” submitted in partial fulfillment of the requirements for the degree of Bachelor in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2021 Ngọ Thị Trang Approved by SUPERVISOR (Signature and full name) Date:…………………… i ACKNOWLEDGEMENT The research “Factors affecting students’ motivation in learning speaking skills” is the content I choose to research and graduate thesis after four years of studying at Vietnam National University of Agriculture To complete the Research and complete this document, first of all, I would like to sincerely thanks to the teachers Pham Thi Hanh of the Faculty of Education and Foreign Languages at Vietnam National University of Agriculture She personally protected and guided me throughout the research process for me to complete this thesis In addition, I would like to sincerely thanks to the teachers in the Faculty of Education and Foreign Languages for their valuable comments on the thesis I would also like to thank the Faculty of Education and Foreign Languages at Vietnam National University of Agriculture, the leaders and people who are working at here for creating conditions and time for me throughout the research process Finally, I would like to thank my family, friends and the first-year English language students at Vietnam National University of Agriculture who have always encouraged and helped me in the dissertation making process At the same time, I would like to thank the students who enthusiastically participated in answering the survey question to help me complete this graduation thesis ii ABSTRACT This study aims to investigate the factors affecting students' motivation in English speaking skills with the first- year students at Vietnam National University of Agriculture (VNUA) In this study, 90 first-year students from different faculties of VNUA were chosen as the subjects A questionnaire was used as the major data collection instruments The data were computed and analyzed The major findings of the study showed that the motivation of students in learning speaking skills and the factors affecting students' motivation in English speaking classroom consist of three categories: student- related factor, teacher - related factor, learning and teaching conditions The study also demonstrated that among factors, learning and teaching conditions was proved to be the most affected whereas learner- related factor was ranked as second Based on the findings of the study, some discussion and implications were made along with recommended suggestions for further research iii TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES AND CHARTS vii LIST OF ABBREVIATION viii PART 1: INTRODUCTION 1.1 Rationale for the study 1.2 Aim and objectives of the study 1.2.1 Aim of the study 1.2.2 Objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Design of the study PART 2: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.1 REVIEW OF PREVIOUS 1.1.1 Related research study abroad 1.1.2 Related research study at home 1.2 REVIEW OF THEORETICAL BACKGROUND (DEPEND ON WHAT THE STUDY IS ABOUT) iv 1.2.1 Definition of speaking in EFL Speaking is one of four important skills in foreign language learning According to oxford dictionary, speaking is the action of conveying information or expressing one's thoughts and feelings in spoken language 1.2.2 The importance of speaking skills 1.2.3 Motivation 10 1.2.4 Factors affecting students’ motivation in learning speaking skills 17 1.3 SUMMARY 24 Chapter 2: METHODOLOGY 26 2.1 RESEARCH APPROACH 26 2.2 PARTICIPANTS 26 2.3 DATA COLLECTION 26 2.3.1 Data collecting instruments 26 2.3.2 Data collecting procedures 27 2.4 SUMMARY 28 Chapter 3: FINDINGS AND DISCUSSION 29 3.1 DATA ANALYSIS OF THE MOTIVATION OF STUDENTS IN LEARNING SPEAKING SKILLS 29 3.2 DATA ANALYSIS OF FACTORS AFFECTING STUDENTS’ MOTIVATION IN LEARNING SPEAKING SKILLS 30 3.2.1 Students-related factors 30 3.2.2 Teachers-related factors 33 3.2.3 Teaching and learning conditions 36 3.2.4 The comparison among factors 38 v 3.3 Summary 39 PART 3: CONCLUSION 40 Recapitulation 40 Conclusion 40 Limitations 41 Suggestions for further study 42 REFERENCES 43 APPENDIX 46 vi LIST OF TABLES AND CHARTS  LIST OF TABLES: Table 1: the motivation of students in learning speaking skills (S- motivation of students S1-S5= Question1-5) 29 Table 2: Students related factors ( S-Students-related factors S6-S14= Question 6-14 about students related factors) 31 Table 3: Teachers -related factors (T-Teacher-related factors, T1-19: Question 15- 23 about teacher-related factors) 34 Table 4: Teaching and learning conditions (C: teaching and learning conditions, C1-C7, Q24-30 about learning and teaching conditions)……….36 Table 5: The comparison among factors 38  LIST OF CHARTS Chart 1: the motivation of students in learning speaking skills 30 Chart 2: Students-related factor 32 Chart 3: Techers- related factor 35 Chart 4: Teaching and learning conditions 37 Chart 5: The comparison among factors 38 vii LIST OF ABBREVIATION EFL : English foreign language VNUA : Vietnam National University of Agriculture L2 : second language SD : Standard deviation SD : Strongly disagree SEL : Speaking English language SDT : Self-determination Theory D : Disagree N : Neutral A : Agree SA : Strongly agree viii components from this factor Following teaching and learning conditions factor, learner- related is also regarded an important one (mean=2.12) The teacherrelated factor obtained the lowest score which referred to a small influence to students motivation in learning speaking skills (mean=2.11) 3.3 SUMMARY In summary, this chapter has revealed the data analysis to find out the answers to the research questions All the data were obtained from the survey questionnaire for students Then it has discussed the findings in terms of types of motivation among the students, main factors affecting student’s motivation in learning speaking skills 39 PART 3: CONCLUSION RECAPITULATION This study aims to find the first-year English students’ motivation in learning speaking skills to help them be more motivated in learning speaking English Including two main objectives are to examine types of motivation possessed by at the first-year English students VNUA and to identify the main factors affecting first-year English students learning to speaking skills at VNUA The researcher has reviewed relevant literature on motivation, speaking texts theories of many different authors in chapter The literature review provides theoretical backgrounds for the study It consists of introducing important relevant concepts, discussions of issues and ideas on theories for motivation, speaking English In the second chapter, the researcher has shown the methodology used in this study with the hypothesis, participants of the study, data collection instrument, data collection and data analysis procedures Finally, chapter revealed the results with a comprehensive analysis of the data collected from the survey questionnaire The main types of motivation and factors affecting students’ motivation have been discussed in detail in chapter CONCLUSION The researcher carried out the study to find out how students at Faculty of Education and Foreign Languages, Vietnam National University of Agriculture are motivated in learning speaking skill; factors affecting students' motivation in learning speaking skills, and then give some recommendations for teachers, students to enhance students' motivation in learning speaking English skills In the study, the researcher uses questionnaire as research instruments for students From their responses, the two research questions have been answered For the first question “To what extent are students motivated in learning speaking skills?", all of the students said that they are motivated in speaking skills Therefore, they think that speaking English is very important to them They 40 study speaking because it is the favorite subject, and it is a skill of a compulsory subject For the second question "What are the factors affecting students' motivation in learning speaking skills?", the answer is found out clearly The factors lie on students, teachers and teaching and learning conditions The students are shy and nervous when speaking in front of other people and anxious about making mistakes and being laughed by other students Moreover, the teachers' method is not appropriate They not make maximum opportunity for students to speak and they spend a lot of time on grammar and vocabulary which make the lesson uncreative and boring Furthermore, the classroom atmosphere is quiet and boring The researcher gives some suggestions for students, teachers Firstly, the students should increase self- study time so that they can feel confident when speaking in front of others They should watch their favorite films, read news on Internet, newspapers, and magazines with their favorite topics in English to learn the way native speakers speak in order to apply it in their speaking Besides, they should not put a lot of stress on speaking skill or English For teachers, they should create a friendly classroom environment, make supportive comments, and use various speaking activities; create chance for students to speak Especially, for teaching and learning conditions, it is better for students to learn in comfortable and interested in the classroom atmosphere in speaking periods so that they can focus much more As a result, they will become fonder of speaking LIMITATIONS A considerable effort has been made to investigate the factors affecting students' motivation in English speaking classroom among first year students at VNUA in this study However, this research encounters some certain limitations First of all, researchers only use questionnaires to test factors 41 affecting students' motivation The results will be more reliable if the study can apply the other instruments such as interview and observation Lastly, because of limited time and capability, the other factors relating to students' motivation in oral English cannot be included SUGGESTIONS FOR FURTHER STUDY With the above limitation, some recommendations can be withdrawn for other research The number of factors affecting students' motivation in oral English should be added and deeply investigated Moreover, issues relating to factors affecting motivation should be more discussed for example the correlation of these factors to student' studying outcome 42 REFERENCES Bailey, K M (2005) Practical English Language Teaching: Speaking New York: McGraw-Hill Faculty of Arts, 2004 Undergraduate Catalog Nakhon Pathom: Silpakorn University Press Barry, K (1993) Beginning Teaching (2nd ed) Wentworth Falls: Social Science Press Brown, H.D (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy Englewood Cliffs, NJ: Prentice Hall Regents Brown, G and Yule, G (1983) Teaching the spoken language, Cambridge University Brown, H D (1994) Principles of Language Learning and Teaching Upper Saddle River, NJ: Prentice Hall Brown, D H (2000) Principles of language learning & teaching Burns, A and Joyce, H (1997) Focus on Speaking National Centre for English Language teaching and Research, Sydney Bygate, M (1987) Speaking Oxford, OUP Dörnyei, Z (1998) Motivation in second and foreign language learning Language Teaching, 31, 117-135 Dornyei, R (2001) Teaching and Researching Motivation Longman Dornyei, Z (2009) Motivation and a vision of knowing second language Language Teaching Gardner, R C., & Lambert, W E (1972) Attitudes and motivation in second language learning New Jersey: Lawrence Erlbaum Associates, Inc Gardner, R C (1985) Social psychology and second language learning: The role of attitudes and motivation London, UK: Edward Arnold Gardner, R C., & MacIntyre, P D (1991) An Instrumental Motivation In Language Study Studies in Second Language Acquisition, 13(01), 57-72 43 Gardner, R C., & MacIntyre, P D (1992) A student's contributions to second language learning Part I: Cognitive variables Language Teaching, 25(04), 211220 Gardner, R C., & MacIntyre, P D (1993) A student's contributions to secondlanguage learning Part II: Affective variables Language Teaching, 26(01), 111 J Harmer The practice of English language teaching ( 1983) Hayes, (1997) Helping Teachers to Cope with Large Classes, Retrieved June from ELT Journal Volume 51/2 Oxford University Press He Lina How can I help my students' motivation in speaking (China) Hoang Duc Doan (2011) Motivation in the development of English speaking skills by second-year tourism major students at Sao Do University (at Vietnam National University) Hymes, D.H (1992) In Richards, J.C., & Rogers, T C (1986) Approaches and Methods in Language Teaching Cambridge: Cambridge University Press Kayi, R (2006) Teaching Speaking: Activities to Promote Speaking in a Second Language The Internet TESL Journal, 12 Larsen- Freeman, D (1986) Techniques and principles in language teaching, Oxford, OUP Maslow A.H (1970) Motivation and personality Nguyen Thi Phuong (2011) Ways to motivate the first-year non-English majors at Hanoi University of Technology in learning English speaking skill Vietnam National University Nunan, D (2003) Practical English Language Teaching International Edition, McGraw-Hill, Singapore, 88 Pattison, P (1992), Developing communication Skills, Cambridge University Press Peacock-EFL journal, 1997- academic.oup.com 44 Qashoa, S H (2006) Motivation among learners of English in the secondary schools in the Eastern coast of the UAE, retrieved April 22, 2006, from the World Wide Web http://www.asian-efljournal.com/thesis_Sulaiman_Hasan_Qashoa.pdf Reece & Walker (1997 as cited in Gomleksiz 2001), express that motivation is a key factor in the second language learning process Richard, J & Rodgers, T.S (1986) Approaches and methods in language teaching Cambridge: Cambridge University Press Rod Ellis Variable competence model of second language acquisition (1985) Thornbury (2006) Conversation: from Description to Pedagogy Tran Thi Huyen (2013) An investigation into the factors affecting the students’ motivation in English speaking classroom: a case study on the first-year students at the university of labor and social affairs (at Vietnam National University) Underwood, M (1987) Effective Class Management: A practical Approach New York: Longman, 33-34 Ur, P (1996) A course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press Ur, P (2000) A Course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press Verma cited from website: http://www0.hku.hk/clear/conference08/doc/handouts/VERMA%20Meenakshi %20H_handout pdf, and Krashen, 1985), personality and learning style (Lightbown & Spada, 1999, Comett, 1983, and Grass & Selinker, 2008) Wen chi Vivian Wu and Pin - Hsiang Natalie Wu (2008) "Creating an Authentic EFL Learning Environment to enhance student motivation to study English " http://repository.uki.ac.id/961/8/Lampiran.pdf 45 APPENDIX QUESTIONNAIRE This questionnaire is made to collect the data for this research on “Factors affecting students’ motivation in learning speaking skills” My name is Ngo Thi Trang Currently, I am doing my graduation thesis with the topic: "Factors affecting the speaking skills of first-year English language students at Vietnam National University of Agriculture" This survey was conducted to find out the factors affecting the speaking motivation of firstyear English language students, thereby helping to improve students' English speaking learning status Please kindly read each item carefully and respond it with choosing the best option to you Please tick one of the five possible responses for each statement according to the level of your agreement or disagreement with that item SA : Strongly Agree A : Agree N : Neutral D : Disagree SDA : Strongly Disagree Student-related motivation factor Question 1: To what extent are students motivated in learning speaking skills No The items Learning speaking English is a hobby for me I learn English because it is a compulsory SA A N D SDA subject at school I learn English in order to get a better job in the future 46 I learn English to use English outside class whenever I have chance Learning speaking English enables me to communicate with foreigners Question 2: What are the factors affecting students’ motivation in learning speaking skills? Students-related motivation factor No The items SA A N D SDA There are a lot of new words/phrases, structure, grammar to learn English pronunciation is very difficult I have no idea to speak English I am not used to expressing my thought in front of crowd 10 It embarrasses me to volunteer answers in our English class 11 I never feel quite sure of myself when I am speaking in our English class 12 I get nervous and confused when I am speaking in my English class 13 I am afraid the other students will laugh at me when I speak English 14 My English vocabulary and my background knowledge are not adequate Teachers- related motivation factor 47 15 Teaching methods are uncreative and boring 16 Teachers give students many opportunities to speak English 17 Teachers often design a variety of speaking activities to engage students 18 Teachers offer many activities (telling stories, playing games, ) to motivate students 19 Teachers give praise and encouragement every time students raise an idea 20 Speed of teaching too fast for me to follow 21 Teachers' assessments and explanations are easy to understand 22 The teacher gives specific and complete instructions before each speaking activity 23 Teachers are ready to help when students have difficulties in the process of learning to speak Teaching and learning conditions 24 The number of students in the class is relatively reasonable for the speaking environment 25 Adequate and modern teaching facilities 26 The classroom atmosphere is quiet and boring 27 I have the opportunity to work with other members of the class 48 28 The activities and speaking exercises in the book meet the needs of students 29 Some of students are noisy and inattentive 30 I get a faithful support and advice from teachers and friends Thank you for participating on this research ! 49 APPENDEX PHIẾU KHẢO SÁT Nghiên cứu yếu tố ảnh hưởng động lực học kỹ nói sinh viên Tôi Ngọ Thị Trang Hiện làm khóa luận tốt nghiệp với đề tài: “Những yếu tố ảnh hưởng đến kỹ nói sinh viên năm chuyên Ngành Ngôn Ngữ Anh Trường Học Viện Nông Nghiệp Việt Nam” Khảo sát tiến hành nhằm tìm hiểu yếu tố ảnh hưởng đến động lực học nói sinh viên năm chuyên ngành Ngơn Ngữ Anh, từ giúp cải thiện tình trạng học nói tiếng Anh sinh viên Rất mong bạn giành thời gian để trả lời câu hỏi cách trung thực Tôi xin đảm bảo thông tin cá nhân bạn bảo mật q trình nghiên cứu! Vui lịng đánh dấu vào năm câu trả lời tùy thuộc vào mức độ đồng ý không đồng ý bạn với mục SA : Hồn tồn đơng ý A : Đồng ý N : Trung lập D : Không đồng ý SDA : Hồn tồn khơng đồng ý Câu hỏi 1: Động lực thúc đẩy sinh viên học tiếng Anh No The items Học tiếng Anh sở thích tơi Tơi học tiếng Anh mơn học bắt buộc SA A N D SDA trường Tôi học tiếng Anh để dễ dàng tìm việc tương lai Tơi học tiếng Anh để sử dụng 50 có hội Học nói tiếng Anh giúp tơi giao tiếp với người nước ngồi Câu hỏi 2: Nhân tố ảnh hưởng đến động lực học sinh viên Nhân tố động lực liên quan đến sinh viên No The items SA A N D SDA Có rât nhiều từ mới, cấu trúc ngữ pháp cần phải học Rất khó để phát âm xác từ tiếng Anh Tơi khơng có ý tưởng để nói Tơi khơng quen với việc thể suy nghĩ trước đám đơng 10 Tơi cảm thấy bối rối lần phát biểu lớp 11 Tơi cảm thấy khơng tự tin nói tiếng Anh học nói 12 Tơi cảm thấy căng thẳng hồi hộp nói tiếng Anh 13 Tơi sợ bạn lớp cười học nói tiếng Anh 14 Kiến thức vốn từ vựng không đủ để giao tiếp) Nhân tố động lực liên quan đến giáo viên 15 Phương pháp giảng dạy nhàm chán lặp lặp 51 lại 16 Giáo viên tạo cho sinh viên nhiều hội để nói tiếng Anh 17 Giáo viên thường thiết kế nhiều hoạt động nói khác để thu hút sinh viên tham gia 18 Giáo viên đưa nhiều hoạt động (kể chuyện, chơi game, ) để tạo dộng lực học cho sinh viên 19 Giáo viên đưa lời khen động viên học sinh nêu ý tưởng 20 Giáo viên giảng dạy nhanh khiến không theo kịp 21 Những đánh giá giải thích giáo viên dễ hiểu 22 Giáo viên đưa hướng dẫn cụ thể đầy đủ trước hoạt động nói 23 Giáo viên sẵn sàng giúp đỡ sinh viên gặp khó khăn q trình học nói Mơi trường dạy học 24 Số lượng sinh viên lớp tương đối hợp lý cho mơi trường học nói 25 Phương tiện dạy học đầu đủ đại 26 Khơng khí lớp học trầm nhàm chán 27 Tơi có hội để hoạt động với thành viên khác lớp 28 Những hoạt động tập nói sách đáp 52 ứng nhu cầu sinh viên 29 Một số sinh viên trật tự, không ý học 30 Tôi nhận ủng hộ lời khuyên chân thành từ thầy cô bạn Cảm ơn bạn dành thời gian trả lời câu hỏi! 53