iv TABLE OF CONTENTS ACKNOWLEDGEMENTS ……………………………………………………… ii ABSTRACT ……………………………………………………………………… iii TABLE OF CONTENTS ………………………………………………………… iv LISTS OF TABLES AND CHARTS …………………………………… vii PART I: INTRODUUCTION …………………………………………… 1 Rationale ……………………………………………………………… 1-2 Aims of the study ……………………………………………………………… Research questions …………………………………………………………… Scope of the study …………………………………………………………… Methods of the study ………………………………………………………… 2-3 Design of the study …………………………………………………… PART II: DEVELOPMENT …………………………………………………… CHAPTER 1: LITERATURE REVIEW ……………………………… 1.1 Theoretical background of motivation ……………………………… 1.1.1 Definitions of motivation ……………………………………………… 1.1.2 Types of motivation …………………………………………………… 4-7 1.1.2.1 Intrinsic and extrinsic motivation …………………… 4-5 1.1.2.2 Instrumental and integrative orientations ………………… 5-6 1.1.2.3 Global, situational and task motivation …………………… 1.1.3 The importance of motivation in second language learning ……… 7-8 1.1.4 Factors affecting motivation in second language learning……… 1.1.4.1 Learners’ factors …………………………………… 9-11 1.1.4.2 Teachers’ factors …………………………………… 11-12 1.1.4.3 The atmosphere in the class ……………………………… 12-13 1.2 Theoretical background of speaking and the teaching of speaking skill 1.2.1 What is speaking? 13 13-14 1.2.2 Phases of teaching speaking …………………………………………… 14-15 v 1.2.3 Key issues in teaching speaking ………………………………………… 15-16 1.2.3.1 Reticence and dominance in speaking activities …………… 15-16 1.2.3.2 Multi-level speaking classes students to speak in the target language……………………………………………………………………… 16 1.2.4 Speaking motivational activities and techniques to motivate ………… 16 1.2.4.1 Speaking motivational activities …………………………… 16-19 1.2.4.2 Techniques …………………………………………… 19-21 CHAPTER 2: METHODOLOGY ……………………………………… 22 2.1 The current situation of teaching and learning English at HUT……… 22-23 2.2 Subjects of the study ……………………………………………………… 23 2.3 Data instruments ………………………………………………………… 23-24 2.3.1 Questionnaire for students ……………………………………………… 24 2.3.2 Questionnaire for teachers ……………………………………………… 24 2.3.3 Interviews ………………………………………………………………… 24 2.3.4 Observation ……………………………………………………………… 24-25 CHAPTER 3: DATA PRESENTATION AND ANALYSIS ………………… 26 3.1 Students …………………………………………………………… 26 3.1.1 Types of motivation ………………………………………………………… 26-27 3.1.2 Students’ opinions on learning English speaking skill 27-30 3.1.3 Factors affecting students’ motivation in learning English speaking skill ………………………………………………………………………………… 30-33 3.1.4 Students’ opinions on what motivates them to speak English………… 33-36 3.2 Teachers …………………………………………………………………… 36 3.2.1 Teachers’ opinions on students’ motivation in learning English speaking …………………………………………………………………………… 36-37 3.2.2 Activities and techniques applied by teachers ………………………… 37-40 3.2.3 The teachers’ attitudes towards students who are unwilling to speak vi English and error maker ……………………………………………………… 41-42 CHAPTER 4: FINGDINGS, DISCUSSIONS AND RECOMMENDATIONS ……………………………………… 43 4.1 Findings and discussions …………………………………… 43-45 4.2 Recommendations ……………………………………………………… 45-48 PART III: CONCLUSION ……………………………………………… 49-50 REFERENCES ………………………………………………………………… 51-53 APPENDIXES: APPENDIX A: SURVEY QUESTIONNAIRE FOR THE STUDENTS ………… I-III APPENDIX B: SURVEY QUESTIONNAIRE FOR THE TEACHERS … VII-IX APPENDIX C: QUESTIONS FOR THE INTERVIEW ………………………… X APPENDIX D: EXTRACT FROM THE MOTIVATION ORIENTATION OF LANGUAGE TEACHING (MOLT) OBSERVATION SCHEME ……………… XII vii LISTS OF TABLES AND CHARTS List of tables Table Reasons to learn English speaking skill Table Factors making students unwilling to speak English Table Factors preventing students’ English speaking process Table Techniques to motivate students to speak Table Students’ preferences for the speaking activities Table Teachers’ opinions on students’ motivation Table Teachers’ opinions on motivating students in the speaking stages Table Forms of carrying out activities by teachers by frequency Table Speaking activities applied by teachers Table 10 Techniques applied by teachers Table 11 Ways applied by teachers to make good relationship with students Table 12 Teachers’ attitudes towards reluctant speakers and error makers List of charts Chart The importance of English to students Chart Students’ aptitude for learning English speaking skill Chart Students’ attitude to learning English speaking Chart Students’ effort in learning speaking Chart Students’ interest in English speaking Chart Students’ unwillingness in speaking English in class Chart Forms of carrying out activities liked most by students PART I: INTRODUCTION Rationale It is a truth that English has become an international language It is widely used in many fields of our life such as business, trade, banking, science, technology, aviation, diplomacy, etc Because of the wide spread of globalization and the rapid development of information technology, the demand for English has become more and more urgent in our life As a result, there has been an increase in the number of people desiring to learn and master English with the hope of finding a good job, keeping up with the latest technology in the world In Vietnam, English is taught not only at schools or colleges/ universities but also at many foreign language centers However, not all English learners succeed in learning English Some people succeed while others fail because learning a foreign language is not similar to the study of other subjects Second language learning is affected by many factors such as motivation, learning environment, learning conditions, methods of teaching, attitude, age, etc Among these factors, motivation is considered as a key factor affecting success or failure of a second language learner Therefore, exploring ways to motivate learners is extremely important for teachers There have been many researchers investigating what factors have effects on foreign language learning or types of motivation; little has been discussed about what ways should be used to motivate learners In many Universities in general and in Ha Noi University of Science and Technology in particular, teachers have to struggle with large class, prescribed books, limited time for formal instruction and students with low English level, etc Many teachers fail to try out communicative activities because of these factors The inhomogeneity of the students‟ English proficiency is also a barrier to the success in carrying out communicative tasks As a result, a large number of students cannot use English to communicative in real life This actually drives the researcher to her study namely “Ways to Motivate the First Year Non – English Majors at Ha Noi University of Technology in Learning Speaking Skill” in order to study the current situation of teaching and learning the speaking skill, the activities, methods and techniques used and then give recommendations to motivate the students to speak English Aims of the study The study is aimed at:  Investigating methods, activities and techniques used by the teachers to motivate the students in speaking skill  Recommending several activities and techniques to motivate the students to speak English Research questions In order to gain the aims mentioned above, the following questions were asked in the study: What are the activities and techniques used by the teachers to motivate students in learning English skill? Which activities and techniques are considered as effective tools in motivating students to speak English? Scope of the study The study will be carried out within the following scope: As we know, motivation is a broad topic that cannot be thoroughly discussed in this paper So in this study, the researcher will discuss one specific aspect: ways to motivate students in speaking skill The subjects for this study are 99 first year non-English majors at Ha Noi University of Science and Technology in the hope that the results of this study are representative to all Vietnamese non – English majors Methods of the study The study was planned to use a variety of methods to obtain its aims as follows: A questionnaire was distributed to 14 teachers who are now teaching or have taught speaking skill to first year non – English majors to collect their opinions on motivation, examine speaking motivational activities, techniques used by teachers to motivate students to speak and explore their attitudes towards students who are reluctant to speak and keep making mistakes as well as their ways for error correction Another questionnaire was distributed to 99 first year non-English majors to gather their opinions on speaking skill, factors affecting their motivation to speak English in class, and what activities and techniques used by the teachers An interview was conducted with students randomly selected from the survey population to explore further issues of interest An observation was conducted at the two speaking classes to investigate the students‟ responses and attitudes on the speaking lessons as well as speaking motivational activities and techniques used by the teachers to motivate students to speak Design of the study This paper consists of three main parts PART I INTRODUCTION presents the rationale, the aims, the research questions, the scope, the method and the design of the study PART II DEVELOPMENT is composed of four following chapters: CHAPTER ONE: Literature review presents the concepts relevant to the study such as motivation, kinds of motivation, the importance of motivation in second language learning, factors affection motivation in second language learning, the nature of speaking: definitions of speaking, the importance of speaking, phases to teaching speaking, key issues in teaching speaking, speaking motivational activities and techniques to motivate students to speak CHAPTER TWO: Methodology presents a general view of the current situation of the learning and teaching the speaking skill, subjects of the study and research instruments CHAPTER THREE: Data Presentation and Analysis CHAPTER FOUR: Discussions and Recommendations PART III CONCLUSION PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Chapter 1, Literature Review, presents some of the most significant issues in the theories of motivation for teaching language in general and teaching speaking in particular and the nature of speaking 1.1 Theoretical background of motivation 1.1.1 Definitions of motivation There has been a variety of theories of motivation over the course of decades of research The following are some different views of motivation According to Harmer (1991: 3), “Motivation is some kind of internal drive that encourages somebody to pursue a course of action If we receive a goal and if that goal is sufficiently attractive, we will be strongly motivated to whatever is necessary to reach that goal.” A similar definition of motivation was also presented by Brown (1994: 34) He states: “Motivation is the extent to which you make choice about (a) goals to pursue and (b) the effort you will devote to that pursuit” He also claims: “motivation is something that can, like self – esteem, be global, situational, or task – oriented Learning a foreign language requires some of all three levels of motivation.” The concept of motivation has recently been seen differently by Dornyei and Otto (1998: 65, cited in Dornyei, 2001: 9) They claims: “Motivation can be defined as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritized, operationalised and acted out.” It is obvious that motivation is difficult to define and measure because motivation is affected by many factors such as learners‟ themselves, teachers, and teaching and learning condition, which will be discussed in detail later on 1.1.2 Types of motivation There have been many ways to classify motivation; however, in this paper, only Brown‟s and Gardner‟s classification is mentioned because I see that their classification is greatly useful for my study; it is also quite clear and easy to understand Firstly, Brown classifies motivation into three kinds such as global, situational and task motivation (as cited in Brown, 1981) Then Gardner (1985) distinguished integrative and instrumental as two types of motivation/ orientations However, according to Brown (1994: 170), motivation is categorized into intrinsic and extrinsic motivation 1.1.2.1 Intrinsic vs extrinsic motivation Being concerned with intrinsic and extrinsic motivation, Edward Deci (1975: 23, cited in Brown, 1994: 172) defined intrinsic motivation as follows: “Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self – determination.” On the other hand, “extrinsic motivation is fueled by the anticipation of a reward from outside and beyond itself Typical extrinsic rewards are money, prizes, grades, and even certain types of positive feedback Behaviors initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who, instead, view punishment avoidance as a challenge that can build their sense of competence and self – determination.” Edward Deci (1975: 23, cited in Brown, 1994: 172) So which form of motivation is more powerful? Maslow (1970, cited in Brown, 2007) claimed that “intrinsic motivation is clearly superior to extrinsic motivation He referred that motivation is dependent on the satisfaction first of fundamental physical necessities (air, water, food), then of community, security, identity, and self-esteem, the fulfillment of which finally leads to self-actualization, or, to use a common phrase, „being all that you can be‟.‟‟ It may be concluded that intrinsic motivation brings learners more potential benefits than extrinsic motivation 1.1.2.2 Instrumental vs integrative orientations/ motivation According to Gardner‟s view, integrative orientation concerns a positive disposition toward the L2 group and the desire to interact with and even become similar to valued members of that community; instrumental orientation is the utilitarian counterpart of integrative orientation in Gardner‟s theory, pertaining to the potential pragmatic gains of L2 proficiency, such as getting a better job or a higher salary (cited in Dornyei, 2001: 49) Relating to the importance of integrative orientation and instrumental motivation to the success of second language learning, I will present some different views by Gardner & Lambert, Lukmani and Aiming & Aimin Gardner & Lambert (1972 & Spolsky, 1969, cited in Brown, 2007: 170-171) suggest that integrativeness generally accompanied higher scores on proficiency tests in a foreign language The conclusion from their studies was that integrativeness was indeed an important requirement for successful language learning However, Lukmani (1972, cited in Brown 2007: 171) demonstrated that among Marathi-speaking Indian students learning English in India, those with instrumental orientations scored higher in tests of English proficiency Aiming & Aimin (2006)‟s outlook on integrative motivation is similar to Gardner & Lambert‟s They suggest that integrative motivation is considered as very powerful and has the tendency to bring about deep learning because “a learner with integrative motivation are more active in class and will take advantage of every opportunity to satisfy the motivationdriven needs to expand and deepen knowledge.” By contrast, “an instrumentally motivated learner may stop efforts as soon as the profit disappears.” (cited in Aming & Aimin, 2006) However, it could not be concluded that integrative motivation is the only predictor of L2 achievement or instrumental motivation cannot contribute anything to more successful learning They state: “In fact, in many situations, instrumental motivation can be strong enough to drive learners to attain great academic achievements So, both integrative motivation and instrumental motivation can as remarkable predictors of success in L2 acquisition.” (cited in Aming & Aimin, 2006) It is unclear that integrative or instrumental motivation is more important Nevertheless, the benefits they bring are undeniable Therefore, when motivating students, it is necessary for teachers to pay attention to both of these two kinds of motivation 52 Chemistry Department, University of California Gardner R.C (1985), Social Psychology and Second Language Learning: The Role of Attitudes and Motivation, Edward Arnold, London Grass, M.S & Selinker, L (2008), Second Language Acquisition: An Introductory Course (Third edition) Taylor & Francis Group Guilloteaux J.M., Dornyei Z (2008), “Motivating Language Learners: A ClassroomOriented Investigation of the Effects of Motivational Strategies on Student Motivation”, TESOL QUARTERLY Vol.42, No 1, p 76 Harmer J (1983), The Practice of English Language Teaching, London: Longman Johnson D.M (1992), Approaches to Research in Second Language Learning, N.Y.: Longman Krashen S (1985), The Input Hypothesis: Issues and Implications, New York: Longman Li C (2009), “A Research on Second Language Acquisition and College English Teaching English Language Teaching”, Vol.2, No.4, December 2009, p.58 Retrieved on 7th July, 2011 from website: http://www.ccsenet.org/journal/index.php/elt/article/download/4447/3787 Lightbown P.M., Spada N (1999), How Languages are Learnt, Oxford: Oxford University Press Lucas A F (1990), Using Psychological Models to Understand Student Motivation, In Svinicki M D (ed.), The Changing Face of College Teaching, New Directions for Teaching and Learning, no 42 San Francisco: Jossey-Bass Nation I.S.P (2000), Creating, Adapting and Using Language Teaching Techniques, English Language Institute Occasional Publication No 20 Victoria University of Wellington Nation P (1997), “L1 and L2 Use in the Classroom: a Systematic Approach”, TESL Reporter, 30(2), pp 19-27 Oxford R.L (1999), Anxiety and the Language Learner: New Insights, In Arnold J 53 (Ed.), Affect in Language Learning (pp 58-67), Cambridge: Cambridge University Press Reece I., Walker S (1997), Teaching, Training and Learning A Practical Guide (Third Ed.), Great Britain: Business Education Publishers Limited Shumin K (1997), “Factors to Consider: Developing Adult EFL Students‟ Speaking Abilities”, English Teaching Forum, 35, 3, pp 8–13 Wang B (2009), “Motivation and Language Learning”, Asian Social Science, Vo.5, No.1, January 2009, p.98 Retrieved on 7th July 2011 from website: http://www.ccsenet.org/journal/index.php/ass/article/download/541/522 Tsui A.B.M (1996), Reticence and Anxiety in Second Language Learning, In K.M Young D.J (1991), “Creating a Low-anxiety Classroom Environment: What Does Language Anxiety Research Suggest?” The Modern Language Journal, 75(iv), 426-439 Wang H.Y (2010), “Using Communicative Language Games in Teaching and Learning English in Taiwanese Promary Schools”, Journal of Engineering Technology and Education, Vol 7, No 1, pp 126-142 Retrieved on 7th July 2011 from website: http://www.engh.kuas.edu.tw/files/ne/1nz0965az6.pdf Other websites: http://www.cnmag.ca/issue-22/513-importance-of-speaking-english http://www.teachingenglish.org.uk/think/knowledge-wiki/information-gap http://iteslj.org/Articles/Kayi-Teaching Speaking.html http://teflchina.org/teach/speak/ http://www.actionresearch.net/living/moira/He%20Lina.htm http://iteslj.org/Techniques/Huang-RolePlay.html http://www.caslt.org/Print/gapp.htm http://www0.hku.hk/clear/conference08/doc/handouts/VERMA%20Meenakshi%20H_h andout.pdf I APPENDIX A: SURVEY QUESTIONNAIRE FOR THE STUDENTS This survey questionnaire is designed for my research into ways to motivate the first year non – majors at Ha Noi University of Technology in learning speaking skill Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you very much for your cooperation! Nguyen Thi Phuong, teacher of English, Ha Noi University of Technology  Instructions: The questionnaire is categorized into four parts; please put a tick beside the appropriate answer or in the appropriate column or give short answer in the provided space I Types of motivation possessed by students in learning speaking skill Why you want to learn English speaking skill? A It is easier to get high marks B It is a compulsory subject C I want to pass the exams at school D It is necessary for my job future E I like English, especially English culture and people F It helps me to sing and listen to English songs G I want to study abroad H Others (please specify)………………………………………………………………… II Students’ opinions on learning speaking skill How is speaking important to you? A Very B Rather C Normal D Little E Not at all How is your aptitude to learn English speaking? A Very high B High C Normal D Low E Very low II How is your attitude to learning English speaking? A Very high B High C Normal D Low E Very low How is your effort in learning English speaking? A Very high B High C Normal D Low E Very low How much you feel interested in speaking English in class? A Very B Rather C Normal D Little E Not at all III Factors affecting students’ motivation in learning English speaking Do you feel unwilling to speak English in class? A Yes, always B Yes, often D No, I like speaking very much C Yes, sometimes E No, I speak willingly Which of the following factors make you unwilling to speak English in class? (Tick one or as many as possible) A Fear of mistakes and derision B Your low proficiency in English C Being not accustomed to speaking English in class D Teacher‟s uneven allocation of turns E Teacher‟s boring teaching Which you think often prevents your English speaking process? A Unable to find words and structures B Unable to find ideas C Teacher‟s unethusiasm D Teacher‟s interruption or anger E Peers‟ dominance VI Students’ opinions on techniques and activities applied by teachers 10 Which of the following techniques can encourage you to speak in a speaking class? Techniques Give clear instructions and requirements for specific tasks Students’ opinions III Create interesting and appropriate topics to students‟ levels Create a pleasant and supportive classroom atmosphere Encourage students with praise, grades, and awards Vary communicative activities 11 Which of the following activities you like most in a speaking lesson? Activities Students’ opinions Do role-play Conduct interviews Play games Discuss freely and solve problems Make up sentences orally Do information gap Picture description Practice guided dialogues Tell stories 12 Which of the following forms of carrying out activities you like most in a speaking class? A Work individually B Work in pairs C Work in groups IV PHIẾU ĐIỀU TRA NGHIÊN CỨU Bảng câu hỏi dùng cho việc nghiên cứu cách gây hứng thú cho sinh viên không chuyên năm thứ trường Đại học Bách khoa Hà Nội học kỹ nói Tơi đánh giá cao giúp đỡ em thơng qua việc hồn thành câu hỏi Tất thông tin em cung cấp dành riêng cho mục đích nghiên cứu, tơi xin đảm bảo thơng tin cá nhân em hoàn toàn giữ bí mật Cảm ơn em! Nguyễn Thị Phương, giáo viên tiếng Anh, trường Đại học Bách khoa Hà Nội Hãy tích vào (những) đáp án em cho đưa câu trả lời cho phần chỗ trống Phần I Động lực học nói tiếng Anh sinh viên Tại em muốn học nói tiếng Anh? A Em dễ đạt điểm cao môn học B Bởi mơn học bắt buộc C Em muốn thi đỗ kỳ thi cuối kỳ D Tiếng Anh cần thiết cho công việc em sau E Em thích tiếng Anh, đặc biệt văn hóa, người nước Anh F Tiếng Anh giúp em hát nghe hát tiếng Anh G Em muốn du học nước H Ý kiến khác (xin nói rõ) ………………………………………………… Phần II Ý kiến em việc học nói tiếng Anh Kỹ nói tiếng Anh quan trọng em nào? A Rất quan trọng B Khá quan trọng C Bình thường D Ít quan trọng A Khơng quan trọng Năng khiếu học nói tiếng Anh em nào? A Rất tốt B Tốt C Bình thường D Khơng tốt E Rất khơng tốt D Không tốt E Rất không tốt Thái độ học nói tiếng Anh em nào? A Rất tốt B Tốt C Bình thường Sự nỗ lực em việc học nói tiếng Anh nào? V A Rất cao B Cao C Bình thường D Thấp E Rất thấp Em có thấy thú vị với việc nói tiếng Anh lớp khơng? A Rất thú vị B Khá thú vị C Bình thường D Không thú vị E Không thú vị chút III Các nhân tố ảnh hưởng đến việc học nói tiếng Anh sinh viên Em có cảm thấy khơng sẵn sàng để nói tiếng Anh lớp khơng? A Có, ln ln B Có, thường thường C Có, D Khơng, em thích nói tiếng Anh E Không, em sẵn sàng Những nhân tố sau khiến em không sẵn sàng nói tiếng Anh lớp?(Chọn nhiều lựa chọn) A Sợ bị mắc lỗi thể diện B Trình độ tiếng Anh thấp C Khơng quen nói tiếng Anh lớp D Cơ hội tham gia nói tiếng Anh khơng đồng E Cách dạy giáo viên nhàm chán Điều thường ngăn cản q trình nói tiếng Anh em? B Khơng thể tìm từ cấu trúc C Khơng thể tìm ý tưởng D Sự khơng nhiệt tình giáo viên E Sự làm gián đoạn hay tức giận giáo viên F Sự chiếm ưu sinh viên khác Phần IV Thái độ sinh viên thủ thuật hoạt động sử dụng giáo viên 10 Thủ thuật thủ thuật thúc đẩy em tham gia hoạt động nói? tham gia vào hoạt động nói? A Đưa hướng dẫn yêu cầu rõ ràng cho tập B Tạo chủ đề nói thú vị phù hợp với trình độ sinh viên VI C Tạo bầu khơng khí dễ chịu lớp học D Khuyến khích sinh viên nói hình thức khen ngợi, cho điểm tặng thưởng E Liên tục thay đổi hoạt động nói 11 Em thích (những) hoạt động nói hoạt động đây? Các hoạt động nói Đóng vai Phỏng vấn Chơi trò chơi Tự thảo luận giải vấn đề Đặt câu theo cấu trúc Luân phiên đặt trả lời câu hỏi Miêu tả tranh Thực hành hoàn thành đoạn hội thoại theo hướng dẫn Kể chuyện 12 Em thích (những) cách làm việc đây? A Làm việc độc lập B Làm việc theo cặp C Làm việc theo nhóm Ys kiến sinh viên VII APPENDIX B: SURVEY QUESTIONNAIRE FOR THE TEACHERS This survey questionnaire is designed for my research into ways to motivate the first year non – majors at Ha Noi University of Technology in learning speaking skill Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you very much for your cooperation! Nguyen Thi Phuong, teacher of English, Ha Noi University of Science and Technology  Instructions: The questionnaire is divided into three parts; please put a tick in the appropriate column or the appropriate answer I Teachers’ opinions on students’ motivation in learning English speaking How is motivation important to your students? A It makes learners spend more time on speaking B It helps learners concentrate on learning English speaking better C It helps learners overcome the difficulties in learning English speaking D It helps learners get higher achievements E Others (please specify) ………………………………………………………… Do you think that it is necessary to motivate students in which stages of speaking? A The warm-up stage B The pre-speaking stage C The while-speaking stage D The post-speaking stage E All above II Techniques and activities used by teachers How often you use the following forms of carrying out activities in speaking lesson? Forms of carrying activities Individual work Always Often Sometimes Rarely Never VIII Pair work Group work How often you give the following speaking activities to your students? Always Often Sometimes Rarely Do role-play Conduct interviews Play games Discuss freely and solve problem Make up sentences orally Do information gap Picture description Practice guided dialogues Retell stories Which of the following techniques you use a motivate students to speak English? A Create co-operative atmosphere B Vary communicative activities C Encourage them to speak by suggested questions D Make the topics interesting and relevant for the students E Give help and support while they are preparing for the task What you often to create good relationship with your students in speaking activities? A Sit at the teacher‟s desk and talk continuously B Stand in front of the class near the blackboard C Stand near the students who are willing to talk D Stand near the students who are reluctant to speak E Walk around the class to give help III The teachers’ attitudes towards students who are unwilling to speak English and error makers When your students are unwilling to speak, you often: Never IX A Get angry B Get them to speak C Encourage them to speak by asking easier questions D Let them sit down and never ask them again E Encourage them to speak by using different techniques When your students keep making mistakes you: A Keep silent until they finish the task, smile and encourage them to go on B Keep silent but not willing to smile supportively C Stop them and correct D Get angry E Ignore their mistakes X APPENDIX C: QUESTIONS FOR THE INTERVIEW Why you want to learn English speaking? Is speaking skill important to you? Why? What benefits can you get from learning speaking skill? How often you feel reluctant to speak English? What factors make you so? Does your teacher often motivate you in speaking class? What techniques does she/ he use? What you think about your teacher‟s attitude and behaviour when teaching speaking in class? Which of the following activities you like your teacher use in speaking class? Why? - Do role-play - Conduct interviews - Play games - Discuss freely and solve problems - Make up sentences orally - Do information gap - Picture description - Practice guided dialogues - Retell stories Which of the following activities you like most in speaking lesson? Why? - Work individually - Work in pairs - Work in groups What you want your teachers to motivate to speak in class? XI CÂU HỎI PHỎNG VẤN Tại em muốn học nói tiếng Anh? Kỹ nói tiếng Anh có quan trọng em không? Tại sao? Em thấy học nói tiếng Anh có lợi ích gì? Em có cảm thấy lưỡng lự nói tiếng Anh khơng? Nhân tố gây nên điều đó? Khi học nói tiếng Anh, giáo viên em có thường khuyến khích em khơng? Giáo viên em thường sử dụng thủ thuật để khuyến khích em? Em thấy thái độ cách cư xử giáo viên dạy nói tiếng Anh nào? Em thích hoạt động hoạt động đây? Tại sao?  Đóng vai  Phỏng vấn  Chơi trò chơi  Tự thảo luận giải vấn đề  Đặt câu theo cấu trúc  Luân phiên đặt trả lời câu hỏi  Miêu tả tranh  Thực hành hoàn thành đoạn hội thoại theo hướng dẫn  Kể lại câu chuyện Em thích hoạt động đây? Tại sao?  Làm việc độc lập  Làm việc theo cặp  Làm việc theo nhóm Em muốn giáo viên làm để khuyến khích em nói tiếng Anh? d behavior Class applause evaluation retrospective self- Attention (>2/3 of the class) positive motivateEncouraging Learners’ Engagement (>2/3 of the class) Effective praise Elicitation of self/ peer correction session Process feedback session Neutral feedback session + team competition Activity design + tangible task product + intellectual challenge + creative/ interesting/ fantasy element + personalization + tangible reward P.S.a Group work Pair work Referential Questions Promoting autonomy Promoting cooperation Scaffolding Arousing curiosity or attention Promoting instrumental values Promoting integrative values Establishing relevance Stating communicative purpose/ utility of activity Signposting minutes XII Social chat (unrelated to the lesson) Teacher discourse Generating, maintaining, and protecting situation-specific task motivation + individual competition Teacher’s motivational practice APPENDIX D: Extract from the Motivation Orientation of Language Teaching (MOLT) Observation Scheme Teacher: School: Learner group: Date: Eager volunteering (>1/3 of the class) XIII ... job, keeping up with the latest technology in the world In Vietnam, English is taught not only at schools or colleges/ universities but also at many foreign language centers However, not all English... motivation was also presented by Brown (1994: 34) He states: “Motivation is the extent to which you make choice about (a) goals to pursue and (b) the effort you will devote to that pursuit” He also claims:... following way: Firstly, learning motivation is a strong internal drive for language learning Psychologically, teaching effect has a close relationship with learning motivation and interest, which