INTRODUCTION
Rationale for the study
In today's interconnected world, international integration has elevated the importance of English, particularly in education As a vital communication tool, English unlocks access to a wealth of knowledge and opportunities Additionally, the pervasive use of information technology has made learning English both urgent and essential.
Speaking is a crucial skill for students learning a foreign language, as it plays a vital role in their overall language acquisition Mastering a foreign language involves integrating essential skills such as reading, writing, listening, and speaking Therefore, it is important for speaking practice to be incorporated into the school curriculum to enhance students' oral abilities.
At the Vietnam National University of Agriculture, many students struggle with active participation in speaking lessons, often remaining silent and disengaged While some students excel in grammar exercises and vocabulary, they find it challenging to apply these skills in spoken communication This lack of engagement leads to a passive learning environment, where students may take notes but do not contribute meaningfully to discussions.
Despite numerous studies on English speaking skills, there is a lack of research focusing on the factors influencing students' motivation to learn speaking skills at Vietnam National University of Agriculture Therefore, I aim to conduct a study titled "Factors Affecting Students' Motivation in Learning the Speaking Skill Among First-Year English Language Students at Vietnam National University of Agriculture." This research seeks to identify the reasons behind students' disinterest in speaking, with the goal of addressing these issues and ultimately enhancing motivation and improving speaking skills for myself and my peers at the university.
Aim and objectives of the study
This research focused on enhancing the speaking skills of first-year English language students at Vietnam National University of Agriculture It involved surveying the factors that influence these skills through a questionnaire and conducting interviews with the students.
This study aims to explore the motivation levels of first-year English language students at Vietnam National University of Agriculture in developing their speaking skills, while also identifying the key factors that influence their motivation in this area.
Research questions
This study aimed to identify the factors influencing students' motivation in learning speaking skills at Vietnam National University of Agriculture The research was structured to address specific questions related to these motivational factors.
1 To what extent are students motivated in learning speaking skills
2 What are the factors affecting students’ motivation in learning speaking skills?
Scope of the study
This study highlights the "Factors Affecting Students' Motivation in Learning the Speaking Skill" among first-year English language students at Vietnam National University of Agriculture It emphasizes that students' motivation is significantly influenced by various factors, including student-related factors, teacher-related factors, and objective-related factors The researcher specifically concentrated on these motivational influences in the context of speaking skills, while other skills such as reading, writing, and listening were not the focus of this research.
Significance of the study
The study on "Factors Affecting Students' Motivation in Learning Speaking Skills" at Vietnam National University of Agriculture reveals key insights that can enhance first-year English language students' motivation in developing their speaking skills.
Design of the study
Part 1: Introduction provides a general introduction, introducing the background for the research topic and it aims and objective, research questions, significance and design of the thesis
Part 2: Development is the main part of the thesis
Chapter 1 offers a theoretical foundation for the study by defining speaking in English as a Foreign Language (EFL) and highlighting the significance of speaking skills It explores the concept of motivation, identifies factors that influence motivation in learning speaking skills, and discusses different types of motivation Additionally, it emphasizes the crucial role of motivation in enhancing the acquisition of speaking skills.
Chapter2: describes the methodology used in the research including the research approach, data collection ( data collecting instruments and data collecting procedures)
Chapter: 3 reports and discusses the findings of the study
Part 3 - Conclusion summarizes the main issues that have been addressed in the study, points out the limitations, draws pedagogical implications concerning the research topic and makes some recommendations to help the students improve their learning speaking skills.
DEVELOPMENT
The impact of motivation in foreign language learning has been recognized significantly by many educational researchers
Research by Gardner (1985), Dornyei (2001), and Brown (1994) has significantly contributed to our understanding of motivation in foreign language learning, highlighting its effects and offering strategies to enhance student motivation in the classroom Their findings equip teachers with the tools to effectively motivate learners for success, while also inspiring educational researchers to explore various facets of language instruction further.
Motivation is essential for everyone, especially for second and foreign language learners who need opportunities to fulfill their learning goals A study by Qashoa, Sulaiman Hasan H from The British University in Dubai (2006-11) examined motivation among English learners in secondary schools on the Eastern Coast of the UAE One hundred students completed a questionnaire about their learning orientations and factors that negatively impact their motivation The results indicated that UAE students exhibit a higher degree of instrumentality compared to integrativeness, with challenges in vocabulary, structures, and spelling identified as significant de-motivating factors.
In a study by Peacock (1997) on motivational techniques, titled "The Effect of Authentic Materials on the Motivation of EFL Learners," two beginner-level EFL classes comprising 31 South Korean students were examined The classes alternated between using authentic and artificial materials The majority of students expressed a need for English to enhance their future task performance, overall class engagement, and academic pursuits.
LITERATURE REVIEW
REVIEW OF PREVIOUS
The impact of motivation in foreign language learning has been recognized significantly by many educational researchers
Research by Gardner (1985), Dornyei (2001), and Brown (1994) has significantly contributed to our understanding of motivation in foreign language learning, highlighting its effects and offering strategies to enhance student motivation in the classroom Their findings empower educators to effectively motivate learners for success and inspire further exploration in various facets of language teaching by educational researchers.
Motivation is essential for everyone, especially for second and foreign language learners who need opportunities to fulfill their learning goals A study by Qashoa, Sulaiman Hasan H from The British University in Dubai (2006-11) examined motivation among English learners in secondary schools on the Eastern Coast of the UAE One hundred students completed a questionnaire about their learning orientations and factors that negatively impact their motivation The results indicated that UAE students exhibit a higher degree of instrumentality compared to integrativeness, with challenges in vocabulary, structures, and spelling identified as significant de-motivating factors.
Peacock (1997) explored the impact of authentic materials on the motivation of EFL learners in a study involving 31 beginner-level South Korean students The participants alternated between authentic and artificial materials, revealing that most students perceived a need for English in relation to future tasks and academic requirements The research utilized observation sheets and interview questions to assess task behavior and overall class motivation Findings indicated that learners found authentic materials significantly less interesting than artificial ones, highlighting the positive effect of authentic materials on EFL motivation Additionally, the results suggested that interest in the materials is distinct from other motivational components, such as attention and persistence in learning tasks.
Wen Chi Vivian Wu and Pin-Hsiang Natalie Wu (2008) from Chien-Kuo Technology University, Taiwan, conducted research on enhancing student motivation to study English through an authentic EFL learning environment Utilizing a quantitative methodology, the study explored students' perceptions of their EFL learning environment in three key areas: physical environment, instructional arrangements, and social interaction The findings indicated that students viewed the EFL environment as a barrier to their learning, and highlighted a positive correlation between student motivation and the quality of the learning environment.
He Lina conducted action research in China to enhance her English majors' motivation in speaking, as she observed that her 28 students were more proficient in reading and memorization than in speaking To address this issue, she implemented three techniques: providing equal opportunities for speaking, varying speaking activities, and encouraging students to "show off." These strategies led to increased student participation and the creation of an active learning environment Notably, even those who previously hesitated to speak began to engage more in class However, her study lacked formal data collection methods, relying solely on her observations, which raises questions about the reliability of her findings.
1.1.2 Related research study at home
The research conducted by Hoang Duc Doan focused on "Motivation in the Development of English-Speaking Skills among Second-Year Tourism Major Students at Sao Do University." This study aimed to explore the factors influencing motivation and its impact on enhancing English-speaking abilities in this specific student demographic.
Faculty of a post-graduate student at Viet Nam National University, Ha Noi in
2011 In this study, the researcher presented “Motivation is one of the main factors affecting the success or failure of students in foreign language learning
This study explores the motivational and demotivational factors affecting the English speaking skills of second-year tourism major students at the Tourism and Foreign Language Department, Sao It specifically identifies the types of motivation these students possess.
This article explores effective methods and techniques to motivate learners in English speaking lessons, investigates factors that demotivate students in their speaking skills, and suggests motivational strategies to enhance engagement and learning outcomes in speaking proficiency.
A study titled “Ways to motivate the first-year non-English majors at Hanoi University of Technology in learning English speaking skill,” conducted by M.A Nguyen Thi Phuong at Vietnam National University in 2011, aimed to explore effective motivation strategies for first-year non-English majors The research focused on identifying the types of motivation these students possess, the factors influencing their motivation in learning English speaking skills, and the motivational activities and techniques employed by teachers Additionally, it assessed students' attitudes towards these methods and provided recommendations for educators to enhance students' engagement in speaking English.
The study conducted by Tran Thi Huyen (2013) under the guidance of Dr Duong Thi Nu investigates the factors influencing motivation in English speaking classrooms, focusing on first-year students at the University of Labor and Social Affairs (ULSA) Involving 110 students from various faculties, the research utilized questionnaires and interviews for data collection The findings revealed that student-related factors significantly impact motivation, ranking highest among the four identified factors, while teacher-related factors were deemed second in importance The study concludes with discussions, implications, and recommendations for future research.
Numerous studies have explored motivation in foreign language learning and English-speaking lessons, yet there is a notable lack of research on the factors influencing students' motivation in speaking skills This thesis aims to address this gap by conducting research through questionnaires and interviews The study seeks to contribute valuable evidence to the emerging body of research on this important topic.
REVIEW OF THEORETICAL BACKGROUND (DEPEND ON WHAT
1.2.1 Definition of speaking in EFL
Speaking is a crucial skill in learning a foreign language, defined by the Oxford Dictionary as the act of conveying information or expressing thoughts and feelings through spoken language.
Speaking is a crucial skill in learning English, serving as the foundation for effective communication Thornbury (2005) emphasizes that knowing a language does not equate to the ability to speak it, highlighting the distinction between comprehension and verbal expression Therefore, it is vital to prioritize speaking skills in language education Traditionally, speaking was viewed as a secondary outcome of teaching vocabulary and grammar, primarily focused on pronunciation tasks In contrast, the modern perspective recognizes speaking as a distinct skill, encompassing various sub-skills and purposes (Thornbury, 2006).
Speaking is a productive oral skill that involves generating verbal utterances to convey meaning, as noted by Nunan (2003) and Bailey (2005) However, Burns and Joyce (1997) and Brown (1994) emphasize that speaking is an interactive process of meaning construction, which includes producing, receiving, and processing information.
Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information (Brown, in Florez, 1999) It is often regarded as a popular form of expression (Bygate) and is recognized as a productive skill in the oral mode (Kayi, 2006) Essentially, speaking involves the expression of messages from a speaker to listeners, utilizing verbal language Therefore, effective communication through speaking requires accuracy, which is crucial for the success of the interaction.
Spoken communication, also known as oral communication, is characterized by its immediacy and naturalness, requiring the simultaneous presence and attentiveness of both parties (Rai, 2010) This highlights that speaking is a verbal skill and an essential process of oral communication The speaker generates oral utterances that the hearer receives and processes to comprehend the speaker's message.
1.2.2 The importance of speaking skills
According to Hymes & Rogers (1986), “the goal of language teaching is to develop communicative competence" This means the main purpose of learning a language is to speak the language well
Bygate (1987) mentions that " speaking is a skill which deserves attention every bit as much as literacy skills, in both first and second languages"
Pattison (1992) shared: when people mention knowing or learning a language, they mean that they are able to speak the language
Speaking is the most crucial of the four language skills—speaking, writing, listening, and reading—according to Ur (1996) It serves as the primary indicator of language proficiency and is essential for effective communication (Ur, 2000) The importance of speaking is further highlighted by its integration with other language skills, as it aids learners in enhancing their vocabulary and grammar, ultimately improving their writing abilities Through speaking, students can express emotions, share ideas, narrate stories, make requests, engage in discussions, and utilize various language functions Moreover, the significance of speaking extends beyond the classroom, emphasizing its vital role in real-world interactions.
In conclusion, I fully support Ur's assertion that speaking is the most crucial of the four language skills This is because effective speaking not only enhances language acquisition but also facilitates successful communication Therefore, it is essential to prioritize and regularly assess speaking skills in the language classroom Additionally, learners should strive to speak with confidence to effectively manage their everyday interactions.
Motivation is a term that is used a lot
Motivation is a reason for actions, willingness, and goals Motivation is derived from the word motive, or a need that requires satisfaction
Motivation is a crucial factor in achieving success in teaching and learning, particularly in mastering a target language (Dornyei, 2005; Celce-Murcia, 2001) As Maslow (1970) suggests, it serves as the internal drive that propels individuals toward their goals, influenced by their personal needs.
Motivation plays a crucial role in second language learning, serving as a key affective variable Numerous researchers and theories highlight the strong correlation between motivation and the language learning process Despite various attempts to define motivation in the context of second language acquisition, theorists offer differing perspectives on its meaning and significance.
Gardner was a pioneering researcher in the field of motivation, particularly in language learning In his 1985 study, "The Role of Attitudes and Motivation," he defined motivation as the combination of effort, desire to achieve language learning goals, and positive attitudes towards the learning process His model identifies key components of motivation, including a clear goal, the desire to reach that goal, and proactive behaviors to achieve it Gardner's socio-educational model also considers complex variables such as integrativeness and attitude However, his focus on the integrative motive has faced criticism for prioritizing individual effort over other influencing factors in motivation within second language education.
From Dửrnyei's (1998, p 117) point of view, motivation is defined as the
Motivation is the driving force that initiates actions and sustains them until goals are achieved, provided there are no opposing forces that diminish this drive In essence, it compels individuals to take action and persist in their efforts until they reach their desired outcomes.
According to Ellis (1994), motivation plays a crucial role in language learning by influencing learners' perseverance, the behaviors they engage in, and their overall achievements.
Motivation plays a crucial role in the teaching process, significantly impacting the success of learning A motivated learner is more likely to achieve their educational goals, as motivation drives individuals to push through the inherent difficulties of learning Ultimately, effective learning requires a strong sense of motivation to challenge the brain and reach its full potential.
Motivation can either increase or decrease based on many different factors Hence, when teachers or instructors in educational institutions can have a significant impact on student learning
Students' academic performance can significantly vary, with some excelling while others struggle with poor grades This disparity often stems from the instructor's ability to effectively employ positive motivation strategies and techniques in the classroom.
For example, if a teacher specifically explains to students a topic related to life situations most closely, students are more interested in doing what is necessary with the teacher's request
Numerous theorists have explored the concept of motivation, leading to a complex and diverse understanding of the subject Motivation can be classified in various ways, but this article will focus on two primary categories: intrinsic and extrinsic motivation.
SUMMARY
This chapter has examined key theories of motivation, types of motivation, and factors that positively influence motivation in learning speaking skills Despite the recognized importance of motivation in language learning, particularly in Vietnam and at VNUA, there has been limited research on this topic Specifically, few studies have focused on the motivation of first-year English students at VNUA regarding the factors that impact their speaking skills This study aims to address this gap and provide insights into the motivational dynamics within this specific context.
METHODOLOGY
RESEARCH APPROACH
In his book "Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research" (2012), Creswell defines the quantitative approach as a method where researchers determine the focus of their study, formulate specific and narrow questions, and collect numerical data from participants This data is then analyzed using statistical methods, ensuring an unbiased and objective inquiry A key characteristic of quantitative research is its reliance on standardized structures and evaluative criteria, emphasizing the importance of objectivity and impartiality in the research process.
Considering advantages of quantitative approach method as well as available resources, the researcher decided to choose the Quantitative approach in the current research.
PARTICIPANTS
A survey was conducted with a total of 90 students from the Faculty of Education and Foreign Languages during the second term of the school year The participants included 16 students from class K65ENGA, 20 from class K65ENGB, 20 from class K65ENGC, and 15 from class K65ENGD.
DATA COLLECTION
The study employs a questionnaire to gather survey data, which is divided into three sections adapted from Gardner's "The Attitude/Motivation Test Battery: Technical Report" (1985) This research aims to explore the factors influencing students' motivation in developing speaking skills The questionnaire includes 30 items rated on a 5-point Likert scale, ranging from "strongly disagree" to "strongly agree," differing from the original six-point scale These items are categorized into three groups: student-related factors, teacher-related factors, and teaching and learning conditions.
The questionnaire, developed by the researcher, is divided into two sections The first section contains five items (Q1-5) aimed at gathering information to address the research question: "To what extent are students motivated in learning speaking skills?"
The second part of the questionnaire included 25 items (Q6-30) This part includes 3 small parts: student-related factor (Q6-14), teacher-related factor
(Q15-23) and teaching and learning condition factors (Q24-30) in order to answering the second research question “What are the factors affecting students’ motivation in learning speaking skills?”
The data collection procedures and analysis were carried out over three weeks during the first month of the second term of the 2021-2022 academic year This timing was chosen as students had completed one term of their first year, allowing them to reflect on the challenges they faced with English reading texts.
The online survey questionnaire was administered to students in classes K65ENGA, K65ENGB, K65ENGC, K65ENGD, and K65ENGE It was designed and adapted based on a thorough literature review, allowing participants 4-5 minutes to complete the survey.
The data collected from the questionnaire were analyzed using SPSS 20.0, focusing on learners' motivation in English speaking Descriptive statistics, including means, standard deviations, and minimum and maximum values, were reported to identify factors influencing students' motivation Scores on a 5-point Likert scale indicated motivation levels, with averages of 3.5-5.0 classified as highly motivated, 2.5-3.4 as moderately motivated, and 1.0-2.4 as low motivated.
SUMMARY
This chapter has presented the methodology of the study including the research approach, participants, instruments, and data procedure
FINDINGS AND DISCUSSION
DATA ANALYSIS OF THE MOTIVATION OF STUDENTS IN
Table 1: the motivation of students in learning speaking skills
N Min Max Mean Std Deviation
S1: Learning speaking English is a hobby for me
S2:I learn English because it is a compulsory subject at school
S3: I learn English in order to get a better job in the future
S4: I learn English to use English outside class whenever I have chance S5: Learning speaking English enables me to communicate with foreigners
Chart 1: the motivation of students in learning speaking skills
The analysis of the table and chart reveals students' motivation for learning speaking skills in English The highest score was recorded for item S2, with a mean of 2.40 and a standard deviation of 0.845, indicating that students view English as a crucial skill required for their university studies Additionally, item S1 received a mean of 2.04 and a standard deviation of 0.598, suggesting that personal interest also plays a role in their motivation to study English.
Learning English is essential for enhancing future job prospects, as indicated by a mean score of 1.79 Additionally, it provides opportunities to use the language outside of the classroom whenever possible, with a mean score of 1.71 Furthermore, developing speaking skills in English facilitates communication with foreigners, reflected in a mean score of 1.64.
DATA ANALYSIS OF FACTORS AFFECTING STUDENTS’
The first 14 statements in questionnaire are designed to investigate the student – related factors motivating students in English speaking classroom It can be shown in table 1 and chart 1 below
Table 2: Students related factors ( S-Students-related factors S6-S14= Question 6-14 about students related factors)
S6: There are a lot of new words/phrases, structure grammar to learn
S7: English pronunciation is very difficult
S8: I have no idea to speak English
S9: I am not used to expressing my thought in front of crowd
S10: It embarrasses me to volunteer answers in our English class
S11: I never feel quite sure of myself when I am speaking in our English class
I often feel anxious and disoriented during my English class, fearing that my classmates might laugh at me when I attempt to speak Additionally, I believe my English vocabulary and background knowledge are insufficient, which adds to my apprehension.
Items 7, 10, and 13 received the highest scores, with item 13 standing out at a mean of 2.42 and a standard deviation of 0.793 This group reflects students' confidence in speaking English, as most participants expressed a lack of confidence when speaking in front of an audience They unanimously agreed on the reasons behind their apprehension.
Many students feel embarrassed to volunteer answers in English class, fearing laughter from their peers The data indicates that background knowledge significantly impacts their speaking skills, with item 14 receiving a mean score of 2.33, highlighting its importance Additionally, item 9 shows a moderate agreement (mean = 2.14) that personality factors can enhance student engagement in English speaking classrooms.
By contrast, item 6 received the lowest score from the participants (Mean=2.03, SD = 0.800) This item is designed to investigate how the
The presence of new vocabulary, phrases, and grammatical structures significantly impacts students' motivation to speak However, only a minority of students acknowledge this influence on their oral participation Additionally, students express disagreement with the notion that they lack ideas for speaking in English, as indicated by a low mean score of 1.99 This suggests that students' language proficiency levels do not substantially hinder their engagement in English speaking lessons.
The statements 15-23 support researcher studying the factor teacher affecting students' participation in English speaking The table below will show the explicit statistic
Table 3: Teachers -related factors (T-Teacher-related factors, T1-19: Question
Teacher-related motivating factor N Min Max Mean
T1: Teaching methods are uncreative and boring
T2: Teachers give students many opportunities to speak English
T3: Teachers often design a variety of speaking activities to engage students T4: Teachers offer many activities (telling stories, playing games, )
T5: Teachers give praise and encouragement every time students raise an idea
T6: Speed of teaching too fast for me to follow
T7: Teachers' assessments and explanations are easy to understand
T8: The teacher gives specific and complete instructions before each speaking activity
T9: Teachers are ready to help when students have difficulties in the process of learning to speak
Table 3 and Chart 3 illustrate that participants exhibited minimal variation in their responses Notably, items T1 and T4, which pertain to teaching methods, received the highest mean score of 2.49 (SD = 0.738) A majority of students concurred that these teaching methods significantly influence their engagement in speaking activities Importantly, no items received low scores, with the lowest mean being 1.83, while other items ranged from 1.96 to 2.28 Items T6 and T7 ranked second with means of 2.18 and 2.19, respectively Students emphasized that clear assessments and encouragement from teachers positively impact their motivation during English speaking in the classroom, highlighting the importance of teacher support.
1.83 students have difficulties in the process of learning to speak." is also a predictor of their motivation Obviously, the teachers' commitment students to respondents highly appreciate progress Following this group is group of items T3, T2, T8 and B13 with a slight decrease(mean = 2.09, and 1.99)
In this section, the teaching and learning condition factor is described in the following table
Table 4: Teaching and learning conditions
(C: teaching and learning conditions, C1-C7, Question 24-30 about learning and teaching conditions)
N Min Max Mean Std Deviation
C1: The number of students in the class is relatively reasonable for the speaking environment
C2: Adequate and modern teaching facilities
C3: The classroom atmosphere is quiet and boring
C4: I have the opportunity to work with other members of the class
C5: The activities and speaking exercises in the book meet the needs of students
C6: Some of students are noisy and inattentive
C7: I get a faithful support and advice from teachers and friends
Chart 4: Teaching and learning conditions
The data presented in Table 4 and Chart 4 indicate that the statistics can be divided into two distinct groups: Group 1, which includes items C3, C4, and C6, and Group 2, comprising items C1, C2, and C5 to C7 Notably, Group 1 demonstrates higher scores compared to Group 2 A minimal number of students concur that "the classroom atmosphere is quiet and boring," while a similar proportion agrees that "some students are noisy and inattentive."
The average scores for items C3, C4, and C6 are 2.68, 2.29, and 2.24, respectively, while the scores for the other items only reach means of 2.22, 2.18, and 2.14, with one item at 1.88 This suggests that a positive and supportive classroom environment significantly encourages students to express themselves.
Table 5: The comparison among 3 factors
N Min Max Mean Std Deviation
Chart 5: The comparison among 3 factors
The table and chart illustrate the comparison of three key factors influencing students' motivation in English speaking classrooms, providing a clear classification of these factors The mean scores for these factors range from 2.12 to 2.23, with the chart revealing that motivation levels are highest in the teaching and learning conditions factor, which has a mean of 2.23 Consequently, enhancing teaching and learning conditions is crucial for maximizing student motivation.
2.23 components from this factor Following teaching and learning conditions factor, learner- related is also regarded an important one (mean=2.12) The teacher- related factor obtained the lowest score which referred to a small influence to students motivation in learning speaking skills (mean=2.11).
Summary
This chapter presents a comprehensive data analysis aimed at addressing the research questions The data, collected through a student survey questionnaire, highlights the various types of motivation among students and identifies the key factors influencing their motivation to learn speaking skills.
CONCLUSION
Recapitulation
This study investigates the motivation of first-year English students at VNUA in learning speaking skills, aiming to enhance their engagement in English speaking The research has two primary objectives: to explore the types of motivation among these students and to identify key factors influencing their speaking skill development A literature review in Chapter 1 outlines relevant theories and concepts related to motivation and English speaking Chapter 2 details the research methodology, including hypotheses, participant selection, and data collection and analysis procedures Finally, Chapter 3 presents a thorough analysis of survey data, discussing the main types of motivation and factors affecting students' motivation in learning speaking skills.
Conclusion
The study conducted at the Faculty of Education and Foreign Languages, Vietnam National University of Agriculture, aimed to explore the motivation of students in learning speaking skills and the factors influencing this motivation Utilizing a questionnaire as the primary research instrument, the findings revealed that all students expressed a strong motivation for developing their speaking skills, emphasizing the importance of English speaking in their education They identified speaking as both a favorite subject and a compulsory skill, highlighting its significance in their academic journey Recommendations for enhancing students' motivation in learning English speaking skills were also provided for teachers and students.
Several factors significantly influence students' motivation to learn speaking skills Students often experience shyness and anxiety when speaking in front of peers, fearing mistakes and ridicule Additionally, teachers may employ ineffective methods that limit speaking opportunities, focusing excessively on grammar and vocabulary, which can render lessons unengaging Furthermore, a quiet and dull classroom atmosphere contributes to a lack of motivation among students.
The researcher suggests that students should enhance their self-study time to build confidence in speaking Engaging with English media, such as favorite films, news articles, and magazines, can help them learn native speaking patterns It's important for students to avoid excessive stress regarding their speaking skills Teachers, on the other hand, should foster a friendly classroom environment, provide supportive feedback, and incorporate diverse speaking activities to encourage student participation Creating a comfortable and engaging atmosphere during speaking lessons will help students focus better and develop a greater enjoyment for speaking.
Limitations
This study explores the factors influencing first-year students' motivation in English speaking classrooms at VNUA, but it faces limitations Primarily, the research relies solely on questionnaires to assess motivational factors, which could be enhanced by incorporating additional methods such as interviews and observations Furthermore, due to constraints in time and resources, other relevant factors affecting students' motivation in oral English were not included in the analysis.
Suggestions for further study
To enhance future research, it is essential to explore additional factors influencing students' motivation in oral English Furthermore, a deeper discussion on how these motivational factors correlate with students' academic outcomes is necessary.
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This questionnaire is made to collect the data for this research on “Factors affecting students’ motivation in learning speaking skills”
My name is Ngo Thi Trang, and I am currently working on my graduation thesis titled "Factors Affecting the Speaking Skills of First-Year English Language Students at Vietnam National University of Agriculture." This research aims to identify the factors influencing the speaking motivation of first-year English students, ultimately contributing to the enhancement of their English speaking proficiency.
Please kindly read each item carefully and respond it with choosing the best option to you
Please tick one of the five possible responses for each statement according to the level of your agreement or disagreement with that item
Question 1: To what extent are students motivated in learning speaking skills
No The items SA A N D SDA
1 Learning speaking English is a hobby for me
2 I learn English because it is a compulsory subject at school
3 I learn English in order to get a better job in the future
4 I learn English to use English outside class whenever I have chance
5 Learning speaking English enables me to communicate with foreigners
Question 2: What are the factors affecting students’ motivation in learning speaking skills?
No The items SA A N D SDA
6 There are a lot of new words/phrases, structure, grammar to learn
7 English pronunciation is very difficult
8 I have no idea to speak English
9 I am not used to expressing my thought in front of crowd
10 It embarrasses me to volunteer answers in our
11 I never feel quite sure of myself when I am speaking in our English class
12 I get nervous and confused when I am speaking in my English class
13 I am afraid the other students will laugh at me when I speak English
14 My English vocabulary and my background knowledge are not adequate
15 Teaching methods are uncreative and boring
16 Teachers give students many opportunities to speak English
17 Teachers often design a variety of speaking activities to engage students
18 Teachers offer many activities (telling stories, playing games, ) to motivate students
19 Teachers give praise and encouragement every time students raise an idea
20 Speed of teaching too fast for me to follow
21 Teachers' assessments and explanations are easy to understand
22 The teacher gives specific and complete instructions before each speaking activity
23 Teachers are ready to help when students have difficulties in the process of learning to speak
24 The number of students in the class is relatively reasonable for the speaking environment
25 Adequate and modern teaching facilities
26 The classroom atmosphere is quiet and boring
27 I have the opportunity to work with other members of the class
28 The activities and speaking exercises in the book meet the needs of students
29 Some of students are noisy and inattentive
30 I get a faithful support and advice from teachers and friends
Thank you for participating on this research !
Nghiên cứu của tôi, Ngọ Thị Trang, tập trung vào những yếu tố ảnh hưởng đến động lực học kỹ năng nói của sinh viên năm nhất chuyên ngành Ngôn Ngữ Anh tại Trường Học Viện Nông Nghiệp Việt Nam Mục tiêu của khảo sát này là tìm hiểu các yếu tố tác động đến động lực học nói tiếng Anh của sinh viên, từ đó đề xuất giải pháp cải thiện tình trạng học nói của họ.
Chúng tôi rất mong các bạn dành thời gian để trả lời các câu hỏi một cách trung thực Xin cam kết rằng thông tin cá nhân của các bạn sẽ được bảo mật trong suốt quá trình nghiên cứu!
Vui lòng đánh dấu vào một trong năm câu trả lời tùy thuộc vào mức độ đồng ý hoặc không đồng ý của bạn với mục đó
SDA : Hoàn toàn không đồng ý
Câu hỏi 1: Động lực thúc đẩy sinh viên học tiếng Anh
No The items SA A N D SDA
1 Học tiếng Anh là một sở thích của tôi
2 Tôi học tiếng Anh vì đó là môn học bắt buộc ở trường
3 Tôi học tiếng Anh để dễ dàng tìm việc hơn trong tương lai
4 Tôi học tiếng Anh để sử dụng bất cứ khi nào tôi có cơ hội
5 Học nói tiếng Anh có thể giúp tôi giao tiếp với người nước ngoài
Câu hỏi 2: Nhân tố ảnh hưởng đến động lực học của sinh viên
Nhân tố động lực liên quan đến sinh viên
No The items SA A N D SDA
6 Có rât nhiều từ mới, cấu trúc ngữ pháp cần phải học
7 Rất khó để phát âm chính xác các từ tiếng Anh
8 Tôi không có ý tưởng để nói
9 Tôi không quen với việc thể hiện suy nghĩ của mình trước đám đông
10 Tôi cảm thấy bối rối mỗi lần phát biểu ở lớp
11 Tôi cảm thấy không tự tin nói tiếng Anh trong giờ học nói
12 Tôi cảm thấy căng thẳng và hồi hộp khi nói trong giờ tiếng Anh
13 Tôi sợ các bạn trong lớp sẽ cười mình trong giờ học nói tiếng Anh
14 Kiến thức nền và vốn từ vựng của tôi không đủ để giao tiếp)
Nhân tố động lực liên quan đến giáo viên
15 Phương pháp giảng dạy nhàm chán và lặp đi lặp lại
16 Giáo viên tạo cho sinh viên nhiều cơ hội để nói tiếng Anh
17 Giáo viên thường thiết kế nhiều hoạt động nói khác nhau để thu hút sinh viên tham gia
18 Giáo viên đưa ra nhiều hoạt động (kể chuyện, chơi game, ) để tạo dộng lực học cho sinh viên
19 Giáo viên đưa ra lời khen và động viên mỗi khi học sinh nêu ra ý tưởng
20 Giáo viên giảng dạy nhanh quá khiến tôi không theo kịp
21 Những đánh giá và giải thích của giáo viên rất dễ hiểu
22 Giáo viên đưa ra những hướng dẫn cụ thể và đầy đủ trước mỗi hoạt động nói
23 Giáo viên sẵn sàng giúp đỡ khi sinh viên gặp khó khăn trong quá trình học nói
Môi trường dạy và học
24 Số lượng sinh viên trong lớp tương đối hợp lý cho môi trường học nói
25 Phương tiện dạy học đầu đủ và hiện đại
26 Không khí trong lớp học rất trầm và nhàm chán
27 Tôi có cơ hội để hoạt động với các thành viên khác trong lớp
28 Những hoạt động và bài tập nói trong sách đáp