CAN THO UNIVERSITY SCHOOL OF EDUCATION ENGLISH DEPARTMENT USING MOVIES IN TEACHING SPEAKINGLISTENING TO ENHANCE MOTIVATION OF SECOND-YEAR NON-ENGLISH MAJORS IN CAN Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu THO UNIVERSITY B.A Thesis Supervisor: Nguyễn Hải Quân Student: Võ Minh Nhã Code: 7032463 Class: ELT 02 Course: 29 Can Tho, June 2007 ACKNOWLEDGEMENTS This research is accomplished with the enthusiastic help of many people First and foremost, I would like to express my whole-hearted appreciation to my supervisor, Mr Nguyen Hai Quan for his dedicated assistance and valuable advice during the time of doing this study He is also the one who gave me permission to conduct the experiment in three of his classes Secondly, I also would like to send my deep gratitude to Mr Trinh Quoc Lap and Mr Tran Minh Tuan for their useful SPSS class on data processing and analyzing which aided me efficiently in completing my thesis I especially wish to acknowledge the help of my friend Nguyen Kim Thao, student of Bachelor of English 04, course 29 who devoted precious time and effort to contribute in my study as peer-observer In addition, this thesis cannot be completed without 150 participants of three non- Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu English majored classes, course 31 I am sincerely thankful for what they have done in my experiment and their honest opinions in interviewing Finally, my special thanks would like to go to my family and friends for their support and encouragement within my research doing time ii ABSTRACT This research attempts to examine the effectiveness of using movies in English classroom to see whether it can help improve motivation and speaking ability of secondyear non-English majored students of Can Tho University through experiment, pre-test and post-test 150 second-year non-English majored students of three classes took part in six-week special designed movie classes, using the cartoon “Shark Tale”, integrated into the curriculum These classes were recorded by observations A pre and a postquestionnaire were delivered before and after the experiment to measure the students’ motivation After the experiment was conducted, interviews with 10 students from target groups were performed to assemble students’ opinions about classes with movies Data analysis showed the considerable effectiveness of using movie in English classroom on students’ motivation In addition, results after the experiment also indicated a noticeable improvement in students’ speaking-listening ability However, problems and suggestions Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu for this special movie course were also recorded iii TABLE OF CONTENTS Page à Acknowledgements ii à Abstract iii CHAPTER I: INTRODUCTION Rationale Research questions CHAPTER II: LITERATURE REVIEW Motivation _A general view 1.1 Definition 1.2 Motivational Theories 1.2.1 Behavioral views of Motivation 1.1.2 Cognitive views of Motivation 1.1.3 Humanistic views of Motivation 1.3 Categorization Using movies in English classroom as way to enhance motivation 11 2.1 The trend 11 2.2 Success of using movies in classroom .12 CHAPTER III: RESEARCH METHODOLOGY The objectives of this study .15 Participants .15 Research instruments .16 3.1 Pre-test .17 Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu 3.2 Experiment_Steps of teaching a movie lesson 17 3.3 Post-test 18 3.4 Peer-observation and interview 18 CHAPTER IV: RESEARCH RESULTS Pre-test Analysis 20 1.1 Attitudes toward learning Speaking-Listening English .20 1.2 Intrinsic Motivation versus Extrinsic Motivation 21 1.3 Classroom Observation 23 Post-test Analysis 24 2.1 Attitudes toward learning Speaking-Listening English .24 2.2 Intrinsic Motivation versus Extrinsic Motivation 26 2.3 Classroom Observation 28 Interviews Analysis 30 CHAPTER V: DISCUSSION, SUGGESTIONS AND LIMITATIONS Discussion and implications 33 1.1 Research question 33 1.2 Research question 36 Limitations 37 Suggestions for further research 37 à Appendices .39 à References .50 iv Introduction Rationale Motivation is considered one of the most essential factors of second language acquisition According to Dulay (1982), foreign language learners not acquire all what is exposed to them, but select what they find suitable, relevant and interesting Later, in the Affective Filter Hypothesis, Krashen (1982) also affirmed the same thing As a result, learning is usually most effective and rapid when the leaner is motivated and attentive Many language learners fail to reach their full potential in English due to lack of motivation This is especially true for non-English majors in the context of Can Tho University who have not been well- equipped with any English speaking countries’ culture classes, such as British culture or American culture or semantics, pragmatics…which can be a great help in successful communicating, or even chances to apply what they have learned into real situations Whereas English majors benefit a lot from such special classes and many Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu other opportunities to learn English effectively and authentically through modern hi-tech and teaching approaches such as authentic material, PowerPoint lessons… their non-majored counterparts have to encounter many difficulties in learning English In a non-majored class, due to limited time of periods per week, lessons usually focus more on grammar and reading and therefore communicative skills are sometimes very limited Therefore, these two important skills Speaking and Listening receive inappropriate concern and become barriers for English learners in future Furthermore, in such a class with students from many different level and English is just a subsidiary subject, low motivation in English learning is understandable Recently, studies into the field of motivation as well as suggestions, solutions of learners’ motivation enhancing are numerous The use of authentic materials, modern technologies…is exploited successfully to serve this purpose Similarly, movies as a kind of materials, widely used in many countries, have been a powerful tool in English classroom to encourage students’ exposure to a real target English However, in the context of Can Tho University, these researches just mainly focus on English-majors or high school students Based on these practical problems, I would like to conduct a research on using movies in teaching Speaking-Listening to enhance motivation of second-year non-English majors in Can Tho University to see whether this kind of authentic material can any help to improve students’ motivation which is hypothesized very low In my study, I especially focus on English speaking skill, which is very vital but limited in nonmajored classes Increasing students’ speaking time, ability of using new words in speaking and interest in English learning is what my research wants to achieve through experiment Research questions My research endeavors to answer two questions: y Does the use of movies help increase motivation of second-year non-English majors in Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu Can Tho University? y Does the use of movies help improve their English Speaking-Listening skills? Literature review Motivation: a general view The term “motivation” is widely used in our daily life A student studies hard and tries for top grades may described to be “highly motivated”, a frequently asked question to a successful businessman is “What is the motivation of your achievement?” For a criminal, the question is “what is the motive for committing crime?”…Such statements imply that motivation has a major influence on our behavior and even on what happens in our mind Its importance is so vital that we now have many things involved with motivation: in business there is customer or employee motivation study, in education that is learner motivation, in law we have crime motivation, etc…So, what is motivation? And how does it have such a strong impact in our live and learning? Can the understanding about its mechanism any help to improve our effectiveness in working or learning? Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu In this literature review, I would like to provide some basic notions about motivation and the reasons why enhancing motivation is important in teaching and learning Furthermore, examining the use of movies to assist teacher in encouraging students’ motivation in some outstanding researches will offer a practical viewpoint when applying this in the context of Can Tho University Definition There are numerous definitions about “motivation” In the most common understanding as indicated in The American heritage Dictionary of English language (2000), motivation is the psychological feature that arouses an organism to action toward a desired goal; the reason for the action; that which gives purpose and direction to behavior Moreover, motivation is also interpreted in many various ways: internal state or condition that activates behavior and gives it direction (Kleinginna, 1981), the arousal, direction, and persistence of behavior (Franken, 1994)… In the area of second language acquisition, Krashen in his hypotheses in SLA categorized motivation as a kind of affective filter that constitutes a barrier or a facilitator to learners’ acquisition for the second language learners not acquire all what is exposed to them but select what they find suitable, relevant and interesting enough Dulay et al (1982) totally agreed on Krashen’s viewpoint to see motivation as the incentive, the need or the desire to learn Similarly, another definition from Bomia et al (1997) also confirms that motivation is student’s willingness, need, desire and compulsion to participate in and be successful in the learning process Motivational Theories Trung tâm Học liệuofĐH CầnisThơ@Tài liệuthishọc nghiên Since the importance motivation obvious, studying fieldtập is attracting great cứu concern from many scientists and becomes a science in application Psychologists from all branches of the discipline study the topic of motivation Over the years, different theories of motivation have been proposed based on research on the wide range of topics, including: hunger and obesity, the effects of reward and punishment, and the needs for power, achievement, social acceptance, love, and self-esteem Some theories state that people are motivated by the need to satisfy physiological needs, whereas others state that people seek to maintain an optimum level of bodily arousal Still other theories focus on the ways in which people respond to external incentives such as money, grades in school, and recognition Although no single theory has been universally accepted so far, the effort itself shed light to humans about the future of this study The followings are three of outstanding theories that contribute a fundamental part to the better understanding about this abstract and complex topic: Behavioral views of motivation: This point of view based on Skinner’s Reward and Punishment theory to emphasize the role of reinforcement in balancing human’s motivation According to Skinner, behavior can be shaped by reinforcement Students are motivated to complete a task by being promised a reward of some kind or to avoid a punishment or failure The reward may take the form of praise, grade or even the privilege of engaging in certain activities Operant conditioning interpretations of learning may also help reveal why some students react favorably to particular subjects and dislike others Skinner believes that such differences can be traced to past experiences That is reasonable in explaining why a student enters the required math class with delight while another may feel bored to death He argued that the student who loves math has been shaped to respond that way by a series of positive experiences with math, good grades for example The math hater, in contrast, may have Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu suffered a series of negative experiences Another attention in behavioral views supposed by Albert Bandura, a social learning theorist, is the importance of observation, imitation, and vicarious reinforcement (expecting to receive the same re-inforcer that we see someone else get for exhibiting a particular behavior) For example, a student who admires a teacher of some subjects may work hard partly to please the teacher and partly to try becoming like him/her A young child who observes his older brother or sister earning rewards or compliments from studying hard or being obedient may strive to the same things with high expectation to get the same results A student who notices that a classmate receives praise from the teacher after acting in a certain way may decide to imitate such behavior to win similar rewards Therefore, both vicarious reinforcement and direct reinforcement can raise an individual's sense of selfefficacy and effort for a particular task, which, in turn, leads to higher levels of motivation Cognitive views of motivation: There are theories in cognitive views of motivation that trace their roots to the information processing approach to learning The first one is cognitive dissonance theory, developed by Leon Festinger (1957), which states that when there is a discrepancy between two beliefs, two actions, or between a belief and an action, we will respond to solve this conflict by changing or adjusting our behaviors It can be inferred that the need for problem solving does become a kind of motivation Hence, the implication is that if we create an appropriate amount of disequilibria, this will in turn lead to the individual changing his or her behavior which in turn will lead to a change in thought pattern which will in turn leads to more change in behavior and so on…The second cognitive approach is attribution theory, founded by Heider (1958) and developed by Weiner (1974) This theory proposed a probability that each individual’s success or failure can be explained by certain Trung tâm Học ĐHare Cần liệu and họcaretập nghiên cứu “attributions” These liệu attribution eitherThơ@Tài internal or external eithervà under control or uncontrollable, stable or unstable The chart below shows examples of four attributions: Internal External No Control Ability Luck Control Effort Task Difficulty In teaching/learning environment, it is important and quite possible to assist the learner to develop a self-attribution in terms of effort (internal, control) If the person has an attribution of ability (internal, no control) as soon as the individual experiences some difficulties in the learning process, he or she will decrease appropriate learning behavior (e.g., I'm not good at this) If the person has an external attribution, luck for example, then nothing the person can will help that individual in a learning situation In this case, there is nothing to be done by điểm cao lời khen từ thầy cô bạn bè Nếu tập Nghe-Nói khó xa lạ với 17 tôi, bỏ Học Nghe-Nói quan trọng cho nghề 18 nghiệp tương lai Tôi học Nghe-Nói tiếng Anh dự định 19 nước 20 Tôi học Nghe-Nói bị bắt buộc CÁM ƠN SỰ HỢP TÁC CỦA CÁC BẠN! Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu 52 Appendix 2: The Post-test QUESTIONNAIRE ON STUDENTS’ MOTIVATION IN LEARNING SPEAKING-LISTENING ENGLISH Họ tên:……………………….Lớp:…………………………… Với câu phát biểu bảng bên dưới, đánh dấu chéo (X) vào ô thích hợp để thể điều với bạn Hoàn Hoàn toàn STT Không Không có Phát biểu Đồng ý không đồng ý toàn ý kiến đồng ý đồng ý Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu Học Nghe-Nói tiếng Anh thú vị Tôi thật thích học Nghe-Nói tiếng Anh Tôi dự định học nghe nói tiếng Anh nhiều tốt Tôi ghét học Nghe-Nói tiếng Anh Tôi dành thời gian làm việc khác học Nghe-Nói tiếng Anh Tôi nghĩ học Nghe-Nói tiếng Anh thật chán Khi tốt nghiệp, không học Nghe- 53 Nói không thích Học Nghe-Nói tiếng Anh phí thời gian Việc học tiếng Anh qua phim vui, làm thích học tiếng Anh Học tiếng Anh qua phim giúp hiểu biết 10 văn hoá, từ vựng, cách phát âm… Tôi thích thảo luận chủ đề liên 11 quan đến phim xem lớp Học tiếng Anh qua phim dù khó 12 thích không tạo áp lực Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu học Học tiếng Anh qua phim giúp nhớ từ 13 vựng, cách phát âm, cấu trúc câu…dễ lâu cách học thường Học tiếng Anh qua phim giúp sử 14 dụng tiếng Anh tự nhiên người xứ Sử dụng phim để dạy Nghe-Nói tiếng Anh 15 vô bổ thời gian Tôi không thích việc học tiếng Anh qua 16 phim mà cố gắng học để lấy điểm cao 54 làm vui lòng thầy cô Nếu thấy lời thoại phim khó 17 nghe dù phim có hay đến đâu bỏ Tôi không quan tâm đến việc học 18 tiếng Anh qua phim mà xem cho vui Học tiếng Anh qua phim giúp 19 ích cho công việc cuả tương lai Việc học tiếng Anh qua phim bị 20 bắt buộc Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu CÁM ƠN SỰ HỢP TÁC CỦA CÁC BẠN! 55 Appendix 3: Observation Sheet Class : … Movie … Normal Time:…………………… Lesson:………………… 0% Students’ aspects of motivation 1-30% 31-50% 50% 51-70% 71-100% Attention to lesson Interest in lesson Participation in Speaking tasks New words applying in Speaking tasks Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu Speaking tasks fulfillment Observer 56 Appendix 4: Questions for interview Bạn có học tiếng Anh qua phim chưa? Bạn nghĩ việc học tiếng Anh qua phim “Shark Tale” mà học? Bạn học qua lớp học với phim này? Đặc biệt khả Nói? ( Khả diễn đạt, cách phát âm, từ vựng…) Cách dạy giáo viên lớp học với phim theo bạn phù hợp chưa? Bạn nghĩ có nên đưa việc dạy tiếng Anh qua phim vào chương trình học khoá không? Nếu có, bạn thích xem loại phim nào? Bạn có thấy hứng thú thảo luận vấn đề có liên quan đến phim bạn vừa xem không? Bạn có nghĩ bạn phát triển khả Nghe tự tin nói qua lớp học với phim không? Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu Câu hỏi phụ: Bạn nghĩ phim “Shark Tale”? Bộ phim có phù hợp với trình độ tiếng Anh bạn không ? 57 Appendix 5: Comprehension Check Questions Name:………………………… Student code:………………… Class:………… Course:…… COMPREHENSION CHECK Date:…………………… Lesson: Clip Here are some questions about the movie clip you have just watched Read carefully and try to answer all the questions I PLOT UNDERSTANDING Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu Choose the answer that you think is correct by circling the letter A, B, C or D What is the special thing about Lenny-the shark? A He is dangerous B He is very kind and gentle C He is so ugly D He has nothing special The reef is being threatened by… A a monster B a whale C the shark 58 D nothing Oscar is a… A a little ordinary and poor fish B a rich and famous fish C a hero of the reef D a bad and dangerous fish What does Oscar dream of? A Being a somebody_ rich and famous B Having a better job C Moving to another place outside the reef D Being the owner of the “Whale Wash” Oscar is in… Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu A a great danger B a great happiness C a big debt D a great sorrow II VOCABULARY REMINDING Please recall what each of the word below means Write the meaning next to the given word in Vietnamese: Pearl (n) _ Reef (n) _ Food chain(n) To be in debt (v) 59 cold blooded killer (n) III OPINION EXPRESSING Please feel free to indicate your opinions about the following questions: How many main characters are there in the movie clip? Are they good or bad? Which characters you like the best? Why? How you guess the next part of the movie will go? Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu THANK YOU FOR YOUR ANSWER! 60 Name:………………………… Student code:………………… Class:………… Course:…… COMPREHENSION CHECK Date:…………………… Lesson: Clip Here are some questions about the movie clip you have just watched Read carefully and try to answer all the questions I PLOT UNDERSTANDING Choose the answer that you think is correct by circling the letter A, B, C or D Who is Don Lino? Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu A Lenny and Frankie’s father B Oscar’s father C The Whale Wash owner D A strange fish What does Lenny’s father want him to do? A To go on a diet B To become a killer shark C To go away D Nothing What did Oscar with the money from selling the pearl? A Give it all to Lola 61 B Pay his debt C Bet it all in the horse race D Return it to Angie Why did Oscar know that “Lucky day” would win the race? A Lola told him B His friend told him C He guessed so D He heard someone told that the race is set What (who) killed Frankie? A Lenny B Oscar C A falling anchor Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu D A fisher man What is Lenny’s secret? A He killed Frankie B He is a vegetarian C He is dolphin, not a shark D He has no serect II VOCABULARY REMINDING Please recall what each of the word below means Write the meaning next to the given word in Vietnamese: Bet (n) Horse race (n) 62 Unbelievable (adj) _ Do someone a favor(v) _ Tradition (n) _ Fault (n) III OPINION EXPRESSING Please feel free to indicate your opinions about the following questions: How many main new characters in this movie clip? Are they good or bad? Have you learned any lesson for yourself from the movie so far? Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu How you guess the next part of the movie will go? THANK YOU FOR YOUR ANSWER! 63 Name:………………………… Student code:………………… Class:………… Course:…… COMPREHENSION CHECK Date:…………………… Lesson: Clip Read 10 statements below and decide which one is True (T) and which one is False (F) Oscar became famous and rich after Frankie’s death Oscar admitted that he killed Frankie Lenny and Oscar became enemy Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu Oscar and Angie became enemy Don Lino tried to revenge Oscar for killing Frankie Oscar is a liar At last, Oscar confessed that he did not kill Frankie Don Lino accepted Lenny for the real he is Finally, the reef lives in peace with the shark 10 _ Oscar and Lola love each other à Questions for discussion: Work in groups, discuss the following questions: What you think about the friendship between Oscar and Lenny? 64 What you think about the love between Oscar and Angie? What is you favorite character in the movie? Why you like him/her? Which saying in the movie that you like the best? Of whom? Do you think that the movie story can be true in life? What you think about “Somebody” and “Nobody” in real life? Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu 65 References Brumfit C J (Ed) (1990) Video Applications in English Language Teaching Pergamon Press/British Council Casanova C P and Simons J D (Ed) (1995) Pedagogical Perspectives on Using Films in Foreign Language Classes Keio University SFC: Tokyo Canning, C., "Visual support and language teaching", TESOL Arabia News, Volume 5:4, (1998): 3-4 Canning-Wilson, C., Research in Visuals, Invited Paper for the Video Special Interest Group at the International TESOL Arabia 2000 Conference, Hilton Ballroom, Hilton Hotel, April 12-14, 2000 Trung tâm Học liệu ĐH Cần Thơ@Tài liệu học tập nghiên cứu Canning-Wilson, C., "Role of Video in the F/SL Classroom", (2000): 69-76 In S Riley, S Troudi and C Coombe (Ed.) Teaching, Learning and Technology, TESOL Arabia 1999 Conference Proceedings, TESOL Arabia 1999 Conference March 8-10, 1999 Gardner R C and Lambert W E (1972) Attitudes and Motivation in Second Language Learning Newbury House: Rowley, Mass retrieved from http://www.teachwithmovies.com, retrieved from http://iteslj.org/Articles/Thanasoulas-Motivation.html, retrieved from http://iteslj.org/Articles/Canning-Video 66 [...]... observation in normal classes without movies, students’ motivation in learning Speaking- Listening, covered in 5 components: attention, interest, participation in Speaking- Listening tasks, new words using in Speaking tasks and task fulfillment, was illustrated as chart below: Chart 3: Students' motivation in normal English classes Level of Motivation' s components 6 occurence 5 Attention 4 Interest 1:... both teaching and learning Movie is exploited at the highest rate so it can offer a convenient environment with the help of technology In my study, I try to investigate whether using movies in English classroom can bring any effect on student’s motivation as well as listening and speaking skills in the condition that movie classes are integrated into the curriculum and without the supportive help of. .. evidence of successful using movies in teaching comes from a case study on Using English language movies in teaching English as foreign language experiences” by Yan Liu, which placed on a specially designed movie course for students of Master of Education in Teaching English as a foreign language in Beijing Normal University in China Based on the data, Yan Liu drew out some outstanding advantages of this... the motivation that comes outside an individual in terms of rewards, competition… Generally, Carol agrees with Morgan in highly appreciating the importance of encouraging intrinsic motivation in teaching and learning However, she has no idea in disclaiming the role of reward in intrinsic motivation She means that such external rewards are not enough to keep a person motivated, doesn’t have a strong influence... (2.9%) (10.5%) (27.6%) (38.1%) 11 43 5 28 18 enjoyable Positive Attitude 2 I really enjoy learning SpeakingListening 3 I plan to learn Speaking- Listening as much as possible 4 I hate Speaking- Listening English 5 I would rather spend my time on other things than Speaking- Listening English 6 I think Speaking- Listening English is (33.3%) 8 (7.6%) 9 (8.6%) Negative dull liệu ĐH Cần Thơ@Tài(10.5%) (26.7%) Trung... Intrinsic motivation versus extrinsic motivation Attitude toward learning has a close connection to students’ learning goals which categorizing them into intrinsic or extrinsic motivation Very often, students with positive attitude are intrinsically motivated by inherent pleasure in language learning They are expected to maintain effort and engagement in the L2 learning process, even when there are... competence through watching, listening, speaking and writing, helps gain selfconfidence in speaking, improves presentation skills and develops an awareness and understanding of cultures in English- speaking countries On the whole, the efficacy of movies in teaching languages, which has been firmly asserted through a number of projects, teaching experiences that provide by educators, scientists, and teachers... viewpoint of Gardner (1985) to see motivation as a sequence of goal, desire, attitudes and effort According to him, learners’ motivation is firmly built on positive attitudes toward learning and it has a direct correlation to the learners’ orientation or set of goals that can be put into 2 categories: instrumental orientation (extrinsic motivation) and integrative orientation (intrinsic motivation) In. .. bit to survey students’ attitude and motivation toward the movie course, which they have just gone through Statements 1-8 investigates students’ attitude towards learning Speaking- Listening English; statements 9-14 inquires students’ intrinsic motivation towards film using in English classroom, which revealed through students’ interest; statement 15-20 indicates students’ extrinsic motivation towards... group work in learning Whereas, intrinsic motivation is usually more stable for they learn for their interest However, each kind has its own weakness as analyzed by Morgan Intrinsic motivated students sometimes spend time focusing on what they are interested in but not the whole learning process For example, a student may find it interesting to improve listening or speaking but not writing and he just