The study examinesthe teachers' perception of the importance of motivation, the factors which havemost influence on enhancing first-year English majors' learning motivation, andwhat teac
English in Vietnam 4 1 3 Engli sh in tertiary education in Vietnam
Nowadays English has become significant in Vietnam It is considered a key to success as well as a means to improve people's knowledge in many aspects of the society.
Between 1954 and 1975 in South Vietnam, English was widely taught alongside French, German, and Chinese, despite its later introduction Today, English holds a crucial position in society, serving as a key tool for the Southern Government and American authorities in their administration Since the 1970s, English has gained popularity globally and is recognized as the most effective means of communication in the world.
Today in Vietnam, English is taught for many purposes, particularly for tourism and education Throughout the country, the number of students who major in English increases annually.
Currently, favorable economic policies in Vietnam are attracting foreign investment across various business sectors, creating opportunities for English learners to enhance their language skills and improve their spoken English.
English is undeniably a crucial tool for international integration in Vietnam Nevertheless, finding effective methods to assist English learners in mastering the language remains a pressing challenge that requires immediate attention.
1.3 English in tertiary education in Vietnam
Do Minh Cuong (1992: 4) emphasizes that a nation's strength is increasingly derived from its intellectual capabilities rather than its natural resources or population Successful countries prioritize investment in education and training over machinery, as this approach fosters national development In Vietnam, the focus on human resources has been evident since the seventh Party Congress, leading to new resolutions on education and technology English has emerged as a crucial component of global knowledge, receiving significant attention from the Ministry of Education and Training, and is now taught in all universities While students can choose from various foreign languages, English is the most popular choice, even in fields like Medicine where French was once dominant However, the effectiveness of English teaching in some universities is lacking, as many students study the language without genuine interest, often due to parental pressure, hindering their ability to master it.
A study by Tran (1996) reveals that merely 35%-37% of graduates from foreign language universities possess the qualifications to effectively apply their academic knowledge in the workplace (cited in Pham Hoa Hiep, October 13-15, 1999).
In late 1993, the Ministry of Education and Training implemented a policy to socialize education, allowing tertiary institutions to offer Bachelor's degrees to meet market demands This initiative led to significant changes in the education system However, it also created challenges in foreign language teaching and learning, as many graduates from "Open" and "In-Service" courses struggled to meet societal expectations, particularly in communicating effectively with native speakers.
Key factors influencing the learning and teaching process in higher education include the availability of school facilities, the quality of teaching materials, and the academic curriculum utilized by universities and colleges over the years.
Many university English lecturers struggle to balance their demanding workloads with professional development, leaving them little time for workshops or further reading on teaching methodologies Consequently, this lack of engagement with innovative practices in language teaching leads to a reluctance to adopt new approaches, as they require significant preparation time.
The collaboration between the Vietnamese Ministry of Education and Training and various international educational organizations, including those from Australia, the UK, the USA, New Zealand, Singapore, Malaysia, and Thailand, has significantly transformed English teaching in Vietnam This partnership has enabled English lecturers at numerous universities and colleges to participate in TESOL workshops, enhancing their teaching methodologies Additionally, lecturers from other disciplines are now motivated to learn English to advance their expertise in their respective fields.
The Vietnamese Government's decree (l71/QD-BGD-DT/DAGVTHCS, 2002) has enabled lecturers from various subjects, not just English, to travel to England and New Zealand for professional development and knowledge enhancement at several universities and colleges across the country.
In summary, the development of English learning and teaching in Vietnam, particularly in higher education, is progressing significantly English is expected to enhance its influence across various sectors of Vietnamese society.
1.4 English at An Giang University
Because of the urgent need of society and the learners in the Mekong Delta,
An Giang University (AGU), established in 2000, comprises four faculties: Education, Economics and Business Management, Information and Technology, and Agriculture and Natural Resources The Faculty of Education houses the Department of Foreign Languages, which is one of the largest departments, featuring over 30 Vietnamese English teachers and four native speakers English is taught to both English majors and non-English majors across all faculties, with non-English majors required to complete over 200 periods of English in their first two years, as per the curriculum framework set by the Ministry of Education and Training (MOET) AGU emphasizes that its graduates must be proficient in English.
As a newly established provincial university, AGU has garnered significant attention from international organizations, fostering strong partnerships with Voluntary Services Overseas (VSO), Mennonite Central Committee (MCC), and Volunteers in Asia (VIA) These organizations send volunteers every two years to support our development efforts Their contributions include providing modern teaching equipment to the Centre for Foreign Languages, Centre for Information and Communication Technology, and Faculty of Agriculture, as well as designing curricula, training teachers, and integrating new technologies into our educational practices Notably, Bluffton College in Ohio collaborates with the Department of Foreign Languages to develop new textbooks for English students.
However, I realize that unlike other universities in big cities such as Hanoi,
Ho Chi Minh or Hue where students are very active and confident in talking to
Many students at An Giang University, particularly freshmen, struggle with spoken English despite having strong grammar, reading, and writing skills This difficulty arises from their shyness and embarrassment when communicating with foreign teachers or peers, often leading them to prefer speaking Vietnamese The root of the issue lies in their high school education, where opportunities for interaction with native speakers are limited, and teachers often neglect speaking and listening skills in favor of exam preparation As reported by the Head of the Education and Training Service of An Giang province, English teachers in the region do not consistently implement the Communicative Approach, focusing instead on grammar and written exercises, which results in passive learners.
Many urban schools offer excellent facilities for language learning, including extensive English book collections, numerous computers, and advanced teaching tools like overhead projectors and LCDs, which are often lacking in An Giang province This deficiency significantly impacts the learning and teaching processes in high schools there Consequently, after seven years of English education, students in An Giang struggle to enhance their language skills, particularly in speaking, as they focus primarily on grammar, vocabulary, reading, and writing Addressing the issue of spoken English is urgent and requires the collective efforts of high school English teachers and AGU lecturers responsible for speaking classes.
Difference s between spoken and written English 18 2.3 The roles of teachers and learner s
The roles of teachers
According to Wright (1987: 53), a key responsibility of teachers is to inspire demotivated learners and support those who are already motivated in their foreign language studies He proposes several strategies that educators can employ to fulfill this role effectively.
1 Adopting a positive attitude towards the learners For example, a certain language point may take the learners some time to absorb. Praise and encouragement for positive efforts by the learners will help to keep motivation up.
2 Giving pupils meaningful, relevant, and interesting task to do.
3 Maintaining discipline to the extent that a reasonable working atmosphere is established This does not necessary mean total silence, rather an atmosphere of calm and organization.
4 Being motivated and interested themselves It is an inevitable outcome of any occupation that one becomes bored and uninterested from time to time.
5 Involving the learners more actively in the classroom process, in activities that demand inter-student communication and co-operative efforts on their part Groupwork and simulations are two examples of such activities that are designed to achieve this effect.
6 Introducing learners to the concept of self-appraisal and self- evaluation through reports and discussions.
7 Giving positive feedback on written assignments.
8 Encouraging pride in achievement by allowing learners to display their work on the classroom walls and noticeboards.
Campell and Kryszewska (1992: 6) expressed their ideas as follows:
1 The teacher can be an active participant in the group, genuinely taking part in the activities, contributing ideas and opinions, or relating personal experiences.
2 The teacher is also a helper and resource, responding to learners' requests for help with vocabulary and grammar.
3 At other times the teacher isa monitor, checking what learners have produced before they passed it on to other learners.
The roles of learners
Teachers play essential instructional and managerial roles, while learners also engage in both managerial and learning responsibilities By enhancing their learning efficiency and participation in activities, students can improve their overall learning experience This collaborative dynamic between teachers and learners fosters a more effective classroom environment that promotes learning.
Rubin and Thompson (1983: 14) suggested that good or efficient learners tend to exhibit the following characteristics:
1 Good learners find their own way.
2 Good learners organise information about language.
3 Good learners are creative and experiment with language.
4 Good learners make their own opportunities, and find strategies for getting practice in using the language inside and outside the classroom.
5 Good learners learn to live with uncertainty and develop strategies for making sense of the target language without wanting to understand every word.
6 Good learners use mnemonics (rhymes,word association.etc to recall what has been learned).
7 Good learners make errors work.
8 Good learners use linguistic knowledge, including knowledge of their firstlanguage in mastering a second language.
9 Good learners let the context (extra-linguistic knowledge and knowledge of the world)help them in comprehension.
10 Good learners learn to make intelligence guesses.
11 Good learners learn chunks of language as wholes and formalised routines tohelp them perform " beyond their competence,"
12 Good learnerslearn productiontechniques (e.g techn iques for keeping a conversation going).
13.Good learnerslearn different styles of speech and writing to vary their language according to the formalityof the situation.
Overview of some teaching methods 24 1 The Grammar-Translation Method
The Audio-lingual Method
The audiolingual Method (ALM) was firmly grounded in linguistics and psychological theory The characteristics of the ALM are suggested by Brown (2001:23) as follows:
1 New material is presented in dialog form.
2 There is dependence on mimicry, memorization of set phrases, and overlearning.
3 Structures are sequenced by means of contrastive analysis and taught one at a time.
4 Srtuctural patterns are taught using repetitive drills.
5 There is little or no grammatical explanation: Grammar is taught by inductive analogy rather than deductive explanation.
6 Vocabulary is strictly limited and learned in context.
7 There is much use of tapes, language labs, and visual aids.
8 Great importance is attached to pronunciation.
9 Very little use of the mother tongue by teachers is permitted.
1O.Successful responses are immediately reinforced. l l.There is a great effort to get students to produce error-free utterances. 12.There is a tendency to manipulate language and disregard content.
For a number of reasons the ALM was enjoyed many years by the popularity,and even to this day, adaptations of the ALM are found in contemporary methodologies.
Communicative Language Teaching
Communicative Language Teaching (CLT) is the standard approach in second language education, emphasizing the importance of communication and language acquisition This method encourages learners to internalize a second language through practical classroom activities that simulate real-world interactions, rather than merely replicating artificial scenarios.
Communicative Language Teaching, as noted by Galloway (1993), emphasizes real-life situations that require communication, allowing teachers to create scenarios students may face outside the classroom Unlike the audiolingual method, which focuses on repetition and drills, this approach fosters an element of suspense in class exercises, as outcomes depend on students' interactions The dynamic nature of real-life situations keeps students engaged, motivating them to learn in order to communicate effectively about relevant topics.
Communicative Language Teaching emerged from significant shifts in the British language teaching tradition that began in the late 1960s Prior to this, Situational Language Teaching was the predominant method for teaching English as a foreign language, focusing on the practice of fundamental structures through meaningful, situation-based activities (Richards & Rodgers, 1993:64).
In the 1970s, linguists shifted their focus to analyzing language as a system for expressing meaning rather than merely as a set of abstract syntactic rules This realization significantly impacted language teaching, particularly in syllabus design and textbook writing (Numan, 1999: 9).
Brown (2002) listed four characteristics of CLT as follows:
1 Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence.
2 Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes Organizational language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes
3 Fluency and accuracy are seen as complementary principles underlying communicative techniques At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.
4 In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.
Since the 1970s, the Communicative Approach has gained popularity and significantly influenced teachers worldwide until the late 20th century This method embraced "translation" as long as it served a communicative purpose, highlighting the continued relevance of the first language in its application, albeit to a limited extent.
In Communicative Language Teaching (CLT), the teacher's role significantly shifts from that of a traditional authority figure to a facilitator of student-led learning Unlike traditional classrooms where the teacher controls the learning process, CLT encourages students to take charge, engaging in more speaking activities The teacher's role involves setting up exercises and providing guidance, while the focus remains on real-life situations and contextual communication Ultimately, CLT prioritizes effective message delivery in the learning environment.
The Communicative Approach, as described by Lee & Vanpatten (1995), emerged from the dissatisfaction of educators and linguists with traditional language teaching methods This approach has been successfully adapted across various educational levels, encouraging teachers to become active facilitators who listen more and talk less As a result, students take on greater responsibility for their own learning, which boosts their confidence in using the target language However, the focus on communication can sometimes lead to the misconception that correctness is unimportant, despite the fact that accurate language use is crucial for clear communication Therefore, learners should prioritize accuracy and develop a solid understanding of language structure early in their studies to enhance their listening and reading comprehension skills.
Each teaching method has its own value, and it's essential to choose the most suitable one for each situation The Communicative Approach is particularly effective in Vietnam today, as it enhances students' motivation and improves their spoken English A teacher's success in the classroom is influenced by various factors, including the students' age, motivation, attitude, aptitude, and the teaching methods employed.
This chapter provides an overview of the two primary types of motivation, contrasts spoken and written language, and discusses the roles of both teachers and learners It also highlights various approaches and methods utilized in English language learning and teaching within the Vietnamese context The following chapter will outline the methodology used in this thesis.
This chapter outlines the methodology used to explore students' motivation for learning spoken language at AGU, detailing the research questions, design, subject characteristics, instruments, and data collection procedures to offer a comprehensive understanding of the study.
This thesis explores effective methods for teaching speaking skills to enhance the spoken language abilities of first-year English majors To achieve the study's objectives, three key questions were formulated.
1.How important is the students' learning motivation?
2.What factors have the most influence on the students' learning motivation?
3 What should teachers do to motivate first-year English majors to study spoken English effectively ?
The successful implementation of the research relies on three key agents: Vietnamese English teachers, native English speakers, and first-year English majors from the Department of Foreign Languages.
Research design
Subjects
The study focuses on freshmen majoring in English, who have recently begun their four-year university journey to earn a B.A degree and become high school English teachers Despite having studied English for three to seven years in high school, many students struggle to use the language effectively, as their pre-university knowledge is only at a pre-intermediate level The majority of these students, aged 18 to 20, are local residents, with some hailing from neighboring provinces Dong Thap and Kien Giang Eager to learn in a new environment, they face challenges in speaking English consistently, as they have had limited opportunities to practice the language in high school The transition to university presents them with a new learning and teaching approach that can be overwhelming.
The second group consists of 16 Vietnamese English teachers, comprising 6 males and 10 females, aged between 24 and 40 While nearly all are proficient in teaching English, some are relatively young and lack extensive experience in their careers.
The third group comprises four native English speakers, including three Americans and one English individual, with ages ranging from 24 to 60 These enthusiastic and responsible volunteers, affiliated with organizations like VSO, MCC, and VIA, are tasked with teaching speaking and listening skills to students from the first to the fourth year, as well as subjects such as American Studies, British Studies, American Literature, English Literature, Phonetics, and Intercultural Communication.
3.2.1.2 Character istics of the subjects
As mentioned above, the study consists of three groups of subjects.
The first group consists of 82 freshmen (25 males and 57 females) whose average age is from 17 to 20.
The background information on the first group of subjects was presented in Table 3.1a.
Table 3.1a.The first group of subjects
The second group of subjects comprises of 16 Vietnamese teachers of English
(6 males and 10 females) Their age range is from 24 to 40 and their years of teaching experience are from 1 to 18 Among these teachers there are five who have MA degrees.
The background information on the second group of subjects was presented in Table 3.1b.
Percentage Gender (From 20 to 49 years old)
Table 3.1b.The second group of subjects
The third group includes four native English speakers, comprising three males from the USA and one female from England Among them, one holds a Master's degree, while the others are graduates These volunteer teachers have experience working with organizations such as VSO, MCC, and VIA.
The background information on the third group of subjects was presented in Table 3.1c.
Table 3.1c The third group of subjects
Instruments
A survey was conducted with 82 first-year English majors using a 9-question questionnaire to assess their motivation for learning spoken English Additionally, a second 9-question questionnaire was distributed to the teaching staff to explore their perceptions of student motivation and the activities they implement to enhance students' speaking skills.
The questionnaires for students were distributed and collected after one week, ensuring comprehension by providing them in both English and Vietnamese The first question explores the motivations behind students' choice of English as their major, while the second question assesses the duration of their English studies.
Question 3 asks students to give their opinions on the importance of speaking skill.
Question 4 investigates the reason why students like to study spoken English.
Question 5 examines which extrinsic factors: teachers, classmates, or parents motivate students to study the oral skill most.
Question 6 examines what kinds of activities such as discussion, role play, and interview, etc students like most in their speaking class.
Question 7 identifies the extra-curriculum activities that help students improve their speaking skill.
Question 8 investigates what teachers often do to Increase their students' motivation in speaking classes.
Question 9 investigates students' perception of the textbooks used for teaching speaking skill.
The questionnaire for the teaching staff was delivered and collected after a week so that all teachers had enough time to read and answer all the question items.
Question 1 investigates the teachers' perception of the students' learning motivation.
Question 2 investigates whether the teachers think parents, teachers or classmates have the most influence on the students' motivation of learning spoken English.
Question 3 investigates which of the extrinsic factors such as textbooks, teaching methods, school facilities, etc.have the most influence on students' learning motivation.
Question 4 examines the techniques teachers often use to motivate their students to speak English.
Question 5 investigates the number of teachers who have attended workshops on motivation.
Question 6 investigates the number of teachers who have read books on motivation to know whether motivation is an issue that interests the teachers' attention.
Question 7 asks teachers to give their opinions on the textbooks used at An
Giang University aims to assess the appeal of its offerings to students In particular, Question 8 seeks feedback from teachers regarding the extracurricular activities at AGU, including the English-speaking club and Spring events.
Festival, Movie Night, and Conference on "How to study English well" to help students improve their spoken English.
Question 9 investigates which class activities: discussion, roleplay, or interview motivate students to improve their speaking skill.
Implementation
This study aims to identify the key factors influencing motivation in second and foreign language learning To achieve this, two types of questionnaires were developed and distributed to gather insights from informants on effective strategies for enhancing spoken English among first-year English majors.
The questionnaires were delivered to 82 English majors and 20 teachers of the English Department Out of 20 teachers there are only 4 teachers who are in charge of speaking classes.
This chapter presented the method employed in my study The next chapter will report the results of data collection as well as the discussion of the findings.
This chapter reports the results of the study including the responses to the survey questionnaires from the teaching staff and the students and the discussion of the findings.
Responses to the survey que stionnaires
Students' responses
Question 1: Why do you study English?
To be able to communicate
Table 4.1 Students' purposes of English learning.
A survey on the motivations for studying English revealed that a significant majority, 71.95%, of students prioritize learning the language to secure good job opportunities In contrast, 15.85% aim to communicate effectively with native speakers, while 9.75% focus on enhancing their knowledge Only a small fraction, 2.45%, pursue English to further their studies.
The primary goal of students learning English at AGU is to secure a good job, highlighting the significant impact of extrinsic motivation on their educational pursuits.
Question 2: How long have you been studyi ng
Table4 2 Students' previous English learning experience.
A survey revealed that 96.35% of respondents had studied English for seven years in high school before entering university, while only 3.65% had three years of study This indicates that most first-year English students possess a similar proficiency level, comparable to A level (pre-intermediate) However, despite this uniformity in proficiency, there is a notable disparity in speaking abilities, with only a few of the 82 students able to communicate effectively in English.
Question 3: Among the four language skills-
Choices listening, speaking, reading and writing, do you think speaking is:
Table 4.3.Students' perception of the importance of speaking skill.
In response to Question 3 regarding the importance of speaking among the four language skills—listening, speaking, reading, and writing—60.97% of participants rated it as "Very important," while 31.70% deemed it "Important." Only 8.33% of respondents considered speaking to be "Fairly important." Overall, the findings indicate that a significant majority of learners recognize the speaking skill as essential.
Question 4: Why do you like studying
B Because this skill IS very necessary for my future 5 6.10 % carreer
C Because I'm good at this skill 10 12.20 %
Table 4.4 Why students like studying spoken English.
A recent survey revealed that 81.70% of students enjoy studying spoken English primarily due to their teachers' teaching methods, while 6.10% cited the necessity of this skill for their future careers, and 12.20% felt confident in their abilities This indicates that effective teaching methods significantly influence students' motivation to learn To enhance engagement and enjoyment in lessons, teachers should diversify their instructional approaches Incorporating a variety of speaking activities, such as discussions, interviews, role-plays, and games, can effectively boost students' motivation and involvement in the learning process.
Question 5: Who motivate you to study spoken
Table 4.5.Who motivate students to study spoken English.
The survey results for Question 5, "Who motivates you to study spoken English?" revealed that 59.75% of students identified their teachers as their primary motivators, while 24.39% credited their classmates, 12.19% pointed to their parents, and only 2.43% mentioned relatives These findings underscore the crucial role teachers play in enhancing students' motivation to learn, echoing the Vietnamese proverb, "Learners cannot succeed without instructors."
Teachers play a vital role in the teaching and learning process, and they are increasingly encouraged to enhance their effectiveness in modern educational practices The Communicative Approach positions teachers as monitors, controllers, organizers, facilitators, and evaluators, guiding learners to take on a more active role in their own education.
Question 6: What kinds of class activities motivate
Choices you most in speaking classes?
Table 4.6 Activities motivate students most in speaking classes.
In response to Question 6 regarding motivating class activities in speaking classes, 42.68% of students identified discussions as the most engaging activity for developing their oral skills Additionally, 32.92% preferred roleplay, while 10.98% favored interviews Furthermore, 13.42% of learners indicated that regular use of games significantly boosted their motivation for learning English.
Discussion significantly enhances students' learning motivation, making it essential for teachers to prioritize this activity By making discussions more enjoyable and diverse in topics, educators can effectively boost students' oral skills and overall engagement in learning.
Question 7: What kinds of extra-curriculum Choices activities motivate you to study speaking skill?
C Conference on how to study English well 4 4.88 %
Table 4 7 Extra-curriculum activities motivate students to study speaking skill.
A survey revealed that 71.95% of students found the "English-speaking club" to be the most effective extra-curricular activity for enhancing their speaking skills Following closely, "Movie Night," held every Friday at AGU, garnered 21.95% of interest This event involved watching an English film, followed by discussions and interactions with students from Bluffton College, Ohio, via the Internet Such activities significantly contributed to improving both listening and speaking skills among participants.
The other two activities- "Conference on how to study English well" and
"Spring Festival" were also paid attention to by the respondents (4.87 % and
The "Spring Festival" was a cherished tradition of the English Department, where students engaged in singing English songs, dancing, and roleplaying in English before the Tet Holidays This event provided a valuable opportunity for students to practice their English and enhance their speaking skills Among various extracurricular activities, many learners regarded the English-Speaking Club as particularly effective in improving their oral language skills.
Question 8: What do your teachers Choices often do to enhance your motivation in speaking classes?
A They often encourage and praise 28 34.15 % us
B They focus on weak students 5 6.10 %
C They often use pairwork and 49 59.75 % groupwork
Table 4.8.What teachers often do to enhance students' motivation in speaking classes.
In response to Question 8 regarding methods teachers use to enhance motivation in speaking classes, a significant majority of students (59.75%) indicated a preference for pairwork and groupwork, while 34.15% appreciated the praise and encouragement from their teachers.
Only 6.10% of students selected the option "They focus on weak students," indicating that the majority found other factors more impactful Students reported that teachers' use of pairwork and groupwork significantly boosted their motivation to learn, demonstrating the effectiveness of these collaborative activities Additionally, the importance of teachers' praise and encouragement cannot be overlooked, as it also played a crucial role in enhancing students' motivation Overall, the notion that "Teachers focus on weak students" had minimal influence on students' learning motivation.
Question 9: What do you think about the textbooks used for speaking classes?
Table 4.9.Students' opinions on the effectiveness of the textbooks.
The survey results regarding the textbooks used for speaking classes revealed that only 8.53% of respondents found them very interesting, while 12.20% considered them interesting A significant 45.12% rated the textbooks as rather interesting, but 34.15% deemed them boring These findings indicate that the textbooks may not be effectively enhancing students' speaking skills at AGU, prompting teachers to reevaluate the appropriateness of their teaching materials for first-year students.
Teachers' respon ses 48 4.2 Discussion of the findings 56
20 10 0 Graph 4.1.Teachers' perception of the importance of the students' learning motivation
The responses to Question 1, which asked about the significance of students' learning motivation, revealed that a substantial majority of teachers (85%) deemed it "very important," while the remaining 15% selected "important." Notably, no teachers chose the options indicating that motivation was "fairly important" or "unimportant." This indicates a strong consensus among educators on the critical role of motivation in enhancing student learning.
Graph 4.2 Who have the most influence on the students' learning motivation.
In a survey regarding influences on students' learning motivation, 50% of teachers identified their own role as the most significant factor, while 35% pointed to parents and 15% to classmates This highlights the critical impact teachers have on motivating students Interestingly, students themselves ranked classmates as the primary influence, contrasting with teachers' views that parents play a secondary yet substantial role in motivation.
Graph 4.3 What factors have the most influence on the students'learning
In response to the question regarding the key factors influencing students' learning motivation, 65% of participants identified teaching methods as the most significant factor, while 20% pointed to textbooks and 15% highlighted school facilities Additionally, a native speaker emphasized the importance of teachers' enthusiasm in motivating students to learn a second or foreign language.
The teaching method emerged as the most crucial factor among the options A, B, and C Effective teaching techniques are essential for motivating students and enhancing their participation in the learning process.
Graph 4.4 What teachers often do to motivate students to speak
In response to Question 4 regarding methods to motivate students to speak English, 60% of respondents indicated that they encourage and praise students, while 30% preferred using pairwork and groupwork Only 10% of the participants focused on weak students as a motivational strategy.
Many teachers believe that their praise and encouragement can effectively motivate students to engage with spoken language Approximately one-third of educators feel that pairwork and groupwork can enhance student interest in lessons However, only one in sixteen teachers indicated that concentrating on weaker students would improve their motivation to study English.
Graph 4.5.Teachersfrequencyof workshop participati on.
In the responses to Question 5, "Have you ever attended any workshops on motivation?" 60% of the teachers chose C (Sometimes), 30% chose D (Never),and 10%chose B (Often).
The findings indicated that many teachers lacked experience in motivating students, with six out of twenty reporting they had never participated in relevant workshops This raises concerns about whether the teaching staff at AGU should focus more on enhancing student motivation to improve their teaching effectiveness.
Graph 4.6 Teachersfrequency of reading books on motivation.
In response to the question about reading books on motivation, 65% of participants indicated that they sometimes read such books, while 25% reported that they often do Additionally, 5% of respondents chose each of the opposing options, A and D.
Teachers of English at AGU need to enhance their understanding of motivation to improve their teaching effectiveness By gaining more knowledge and experience in this area, they can better support their students in mastering spoken English.
Graph 4.7 Teachers' opinions on the textbooks used at AGU.
In response to Question 7 regarding the textbooks used at AGU, 55% of respondents found them to be rather interesting, while 30% considered them interesting Additionally, 5% rated the textbooks as very interesting, and 10% described them as boring.
The diverse opinions among teachers prompted an inquiry into the suitability and engagement level of the textbooks utilized at AGU for students This study's findings will serve as a foundational step in reassessing the effectiveness of teaching materials, particularly those employed in speaking classes.
Graph 4.8 Extra-curriculum activities motivate students to Improve their spoken language.
Notes: E.C = English-speaking club; Conf = Conference on "How to study English well"; M.N.=Movie Night; S.F.=Spring Festival
According to the responses to Question 8 regarding extracurricular activities at AGU that can enhance students' spoken language skills, 65% of teachers selected the English-speaking club as the most motivating option, while 20% chose other activities.
C (Conference on "How to study English well"), 10% chose D (Movie Night), and 5% chose B (Spring Festival).
The feedback indicated that the "English-speaking club" effectively aids students in enhancing their spoken language skills Nonetheless, there were differing perspectives among teachers and students regarding the significance of "Movie Night."
"Conference on how to study English well" The teachers thought
"Conference on how to study English well" played a secondary role in improving students' English, whereras students themselves thought it was the
"Movie Night" which helped them develop their listening and speaking skills.
Graph 4.9 Activities motivate students to improve their speaking skill.
Responses to Question 9 revealed that 40% of teachers believe discussions are the most effective activity for motivating students to enhance their speaking skills Additionally, 30% favored roleplay, while 15% selected interviews Furthermore, 15% of teachers highlighted the significance of speaking games in boosting students' motivation and engagement in lessons.
The results showed that "Discussion" was the activity that students liked most during their speaking lessons; "Roleplay" and "Interview" were also of great
56 importance as well Besides, games used in speaking classes were considered another important factor which contributed a great deal to student's learning motivation.
According to Downs (2000), a student's motivation significantly influences their success in learning a second language This motivation is often enhanced by the student's confidence in their abilities One effective method to build this confidence is through praise from teachers When used appropriately, praise and encouragement can play a crucial role in a student's success and proficiency in English, serving as a powerful motivator that inspires students to leverage their strengths and engage more energetically in their learning journey.