VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES NGUYỄN THỊ TRANG AN EXPLORATORY STUDY OF TEACHER’S MOTIVATIONAL STRATEGIES IN[.]
INTRODUCTION
Rationale of the study
of Vietnam decided to make English compulsory to learn in general education curriculum
To enhance learners’ speaking competence in Vietnam, most textbooks are now designed with communicative approaches and engaging activities The communicative language teaching method has replaced traditional grammar-focused methods to promote active communication skills Despite this shift, many students still struggle to speak English fluently This is because students primarily follow traditional methods that prioritize grammatical accuracy, reading skills, and written language to prepare for national exams, which hampers their ability to develop real-world speaking fluency.
Mastering the speaking skill in a foreign language extends beyond fluent speech and verbal communication; it requires a comprehensive understanding of grammar, paralinguistic elements like stress and intonation, non-verbal cues such as gestures, and sociolinguistic competence, making it a complex and challenging process (Shumin, 2002) Despite its importance in global interaction, speaking is often undervalued, perceived merely as memorizing vocabulary and sentences in order Achieving proficiency in spoken language demands conscious effort and motivation from learners, which many students lack, thereby hindering their progress regardless of effective teaching methods and curricula (Dửrnyei, 1998) As an English teacher with three years of experience at TM junior high school, I observe that students show little motivation, invest minimal time in practice, and do not actively cooperate, underscoring the crucial role of motivation in successful language acquisition.
Motivation is a crucial element of the learning process, often viewed as a solution to undesirable educational outcomes In foreign language learning, motivation directly influences whether learners succeed or fail, playing a vital role in mastering the language Achieving long-term language learning goals requires at least a minimal level of motivation (Dşrnyei & Csizör, 1998; Guilloteaux & Dşrnyei, 2008) Recognizing the importance of motivation and the neglect of speaking skills in EFL settings, I conducted an exploratory study on teachers’ motivational strategies for teaching English speaking to eighth-grade students in a Hanoi junior high school The study aims to explore the connection between EFL learners’ motivation to speak English and the reasons behind their participation, ultimately identifying effective motivational strategies to enhance students’ English proficiency and oral participation.
Research questions
To reach such an aim as mentioned, the study attempts to find out the answers to the two following questions:
Question 1: What are the factors that demotivate grade-eight students during speaking lessons?
Question 2: What motivational strategies can be applied to teach English speaking?
Scope of the study
Successful foreign language learning relies on various factors, with motivational strategies being a key focus, especially in developing speaking skills This study emphasizes the importance of motivational approaches as a main factor influencing student performance Due to time limitations, the research specifically examines two English teachers and seventy eighth-grade students at a school in Hanoi, making it exclusive to this context and excluding students from other institutions.
Orangisation of the thesis
Chapter I: Introduction presents the rationale of the study, the aims of the study, research questions, scope of the study, significance of the study, methods of the study, and design of the study
Chapter II Literature review displays the theoretical background of motivation and of teaching speaking skills, the importance of motivation in language learning in general and in speaking classroom in particular The writer also revises theories related to demotivative factors that discourage students to take part in English speaking class actively Furthermore, different frameworks on strategies applied to motivate students in speaking classrooms are also discussed Based on these, the writer identifies the motivational strategy framework that shapes the study At the end of this part, findings and limitations of previous studies are also discussed Chapter III Methodology presents the context of the study, participants, research instruments and data collection procedure and methods
Chapter IV Date Analysis focuses on presentation of data and detailed description of data analysis about kind of motivation possessed by the grade eight students, strategies used by teachers of speaking skills and motivational strategies can be applied
Chapter V Results and discussion presents, analyzes and discusses the results obtained from the study based on the questionnaire and interview questions Besides, the researcher also presents some discussion and interpretations of the findings of the study, and then gives suggestions for the teachers in teaching speaking skill at the school The implications of the study are also given in this chapter
Reference and Appendices are represented in the last pages of the study.
LITERATURE REVIEW
Theoretical background of motivation
Through the past decades, much research on motivation has been undertaken Remarkably, however, these deceptively simple questions have provoked considerable debate and disagreement among scholars (Dửrnyei & Ushioda, 2013:4)
Motivation is a complex phenomenon that is difficult to define precisely, as noted by Martin Covington (1998), who compared it to gravity, stating that it is easier to describe than to define Similarly, Gardner (2006) emphasized that motivation has many facets, making it impossible to provide a simple, concise definition.
Motivation is interpreted differently by various researchers, reflecting diverse perspectives From a cognitive standpoint, Keller (as cited in Brown, 2000:160) describes motivation as an individual's decision-making process, where one chooses specific goals and the effort to put towards them Conversely, Williams and Burden (1997), adopting a constructivist view, emphasize the importance of social context and personal choices, defining motivation as the reasons behind people's actions and the factors influencing their decisions Elliot (2000) views motivation as an internal state that drives individuals to act and stay engaged in activities, while Santrock (2004) considers it a process that energizes, directs, and sustains behavior Ultimately, each person is motivated differently, leading to unique interactions with their environment.
Motivation is a broad concept encompassing various factors, but its core is the fulfillment of needs, which is inherently rewarding and requires making choices within social contexts (Brown, 2000:161) As a psychological aspect, motivation explains what drives people's behavior and actions, highlighting its central role in understanding human dynamics.
2.1.2 Motivation in foreign language learning
Motivation plays a crucial role in language learning by energizing human behavior and providing direction, making it a vital factor in achieving success in second language acquisition (Dornyei, 1998; Gardner, 1985) It significantly influences the level of active personal involvement in learning a second language (L2), ultimately determining learners' engagement and progress (Gardner et al., 2004; Warden).
Research by Lin (2000) highlights the importance of learners' motivation in enhancing their readiness and willingness to acquire more information, which directly impacts their ability to understand, speak, and write in a second language (Engin, 2009) Dörnyei emphasizes that the effort learners invest in targeted activities significantly influences their language development and overall proficiency.
Motivation refers to the reasons behind why individuals choose to pursue certain activities over others and how much effort and time they invest in them (Dửrnyei, 2001, 2012) In an educational context, motivation manifests as students' attitudes toward their learning, influencing their level of engagement Students who are participative, enthusiastic, and willing to learn are considered motivated, which significantly increases their likelihood of successfully learning a new language.
Motivation plays a crucial role in language learning, with Harmer (2001) identifying two types: extrinsic motivation, driven by outside factors like rewards or punishments, and intrinsic motivation, stemming from internal enjoyment or personal growth Intrinsic motivation is particularly vital for sustained success, as students are more likely to love the learning process and stay committed Gardner emphasizes two further types: integrative and instrumental motivation Integrative motivation reflects a learner’s desire to connect with a target language community and adapt to its culture, fostering communication and cultural integration Conversely, instrumental motivation is driven by pragmatic goals, such as achieving external rewards, personal fulfillment, or status, with learners aiming to fulfill non-interpersonal purposes through language mastery Incorporating both intrinsic and extrinsic motivation, along with understanding these types, can significantly enhance language learning effectiveness.
Gardner (1985) emphasized that integrative motivation is more significant than instrumental motivation, as it involves attitudinal factors and goal-oriented behaviors essential to the second language learning process However, Dornyei (2001) argued that integrative and instrumental motivations are not mutually exclusive but are intertwined, both positively influencing language achievement Combining both types of motivation in language learning can lead to more successful outcomes, highlighting the crucial role motivation plays in enhancing language acquisition.
Human behavior is a complex and diverse entity influenced by individual personalities, experiences, and purposes (Dửrnyei, 1998:126) In classroom interactions, notable differences among students often become apparent, with some being highly active and talkative, while others remain passive or disinterested Understanding the reasons behind these behavioral differences is essential for effective teaching, raising questions about students' motivation levels—are they too motivated or not motivated enough? Addressing these variations presents a challenging task for teachers striving to engage all learners effectively.
According to Harmer (2001:52), motivation in language learning is driven by four key factors: the societal environment highlighting the importance of English, the influence of significant others such as parents and siblings who provide support, the role of the teacher in inspiring learners, and the individual’s personal interest and goals Understanding these elements can enhance learners’ motivation and engagement in acquiring English skills.
4 the method When all aspects mentioned are fulfilled, it supports the students to be motivated in the teaching learning process
Some prior studies had been conducted under this topic Walker (2011) examined the motivation in language learning on Asian students in high school level
This article explores the impact of teacher performance on student motivation in language learning D kürnyei (1998) emphasizes that motivation is a complex psychological concept influencing language acquisition, highlighting the importance of motivational strategies to enhance student engagement Conversely, Aydin (2012) investigates how teachers can lose motivation in their teaching roles, affecting their ability to motivate students This study uniquely focuses on identifying motivational strategies employed by teachers in speaking lessons, enabling the assessment of students’ oral production skills and overall competency By examining these factors, the article underscores the crucial link between effective teaching practices and sustained student motivation.
2.1.4 Main de-motivating factors affecting motivation in foreign language learning
2.1.4.1 Definition of demotivation According to Dornyei (2001), demotivation is defined as “specific external forces that reduce or diminish the motivational basic of a behavioral intention or an ongoing action” In other words, demotivation concerns various negative influences that cancel out existing motivation From this definition, it can be implied that a
A ‘demotivated’ learner is someone who was once motivated but has lost interest or commitment, often due to feelings of incompetence or helplessness when faced with a task Similar to ‘demotivation,’ the term ‘demotives’ refers to the negative factors that decrease motivation, counteracting the positive influence of motives which promote action Deci and Ryan (1985) describe “a motivation” as the relative absence of motivation not caused by a lack of initial interest but resulting from the individual's feelings of incompetence and helplessness during an activity Understanding these concepts is essential for addressing learner motivation and designing effective educational strategies.
Dornyei (2001) explains that de-motivation does not eliminate all positive influences that initially supported a behavior's motivation Instead, it signifies that a strong negative factor is currently inhibiting motivation, while some positive motivators still remain, ready to be reactivated.
2.1.4.2 Main de-motivating factors affecting motivation in second language learning
Dornyei (1994) identified key factors contributing to demotivation among English language learners, highlighting issues at the learner and learning situation levels Specifically, problems such as lack of self-confidence stemming from negative past experiences and unsuitable learning group placements significantly impact motivation Additionally, challenges like limited learner autonomy, insufficient skilled teachers, and the absence of a relaxed, engaging learning environment further contribute to learners' demotivation Building on this, Dornyei (2001a) outlined nine specific demotivating factors, emphasizing the importance of addressing both individual and contextual issues to enhance learner motivation in language education.
Teacher’s personalities, commitments, competence, teaching methods
Inadequate school facilities (large class size, unsuitable level of classes or frequent change of teachers)
Reduced self-confidence due to their experience of failure or lack of success
Negative attitude toward the foreign language studied
Compulsory nature of the foreign language study
Interference of another foreign language that pupils are studying
Negative attitude toward the community of the foreign language spoken
Teaching Speaking and Motivational Strategies
2.2.1 Teaching speaking in foreign language Related to Ur (2012), it is argued that Speaking is often considered as a neglected skill among four skills It is neglected because speaking itself contains linguistic and non-linguistics elements, such as: pronunciation, intonation, articulation, expression and so forth In this case, considering its features and difficulty to master, motivation is helpful to realize teaching and learning speaking for the students Ur (2012: 118) argued that in teaching speaking, the teacher will find some problems faced by the students as the challenges for the teacher, they are: 1- Shyness and Inhibition: Students are worried to make a mistake, fearful of criticism, and simply shy of the attention that their speech attracts
2- Finding things to say: The students cannot think anything to say, they need to read and explore more before they speak, so that it is worth making the effort to speak
3- Low Participation of Individuals: The goal of teaching learning in speaking is to aim at maximizing individual language use But sometimes because of minimum time or large participants, it creates lack of participation Moreover, the tendency of some students is too dominate, while others have little chance to speak
4- L1-use: Students who share the same mother tongue tend to use it because it is easier and because students feel less exposed if they are speaking their mother tongue
In addition, based on the journal result conducted by Gan (2012) on Australian Journal of Teacher Education, he concluded the students’ problem in speaking skill as follows:
1- Inadequate vocabulary 2- Grammar as stumbling block 3- Imperfectly Learned Pronunciation and Intonation 4- Inadequate Opportunities to Speak English in Class
5- Lack of a Focus on Language Improvement in the Curriculum 6- Poor-Input Environment Outside Class
Student motivation is a critical factor that influences a teacher’s ability to address linguistic and non-linguistic challenges in language learning Motivation determines whether students engage with tasks, how much effort they invest, and their persistence over time (Littlewood, 1984) Developing communicative skills depends on students’ motivation and opportunities to express their identity and connect with others (Littlewood, 1981) Therefore, fostering strong motivation in the classroom leads to better learning outcomes and improved achievement.
Teaching speaking is a vital component of second language acquisition, as speaking proficiency significantly influences students’ overall language success (Bahadorfar, 2014) Despite being often overlooked among the four language skills, effective speaking instruction requires teachers to serve as models by producing clear and accurate oral language According to Nunan (2003), teachers should articulate correct English sounds, intonation, and rhythm, while selecting appropriate vocabulary and sentences suited to the social context and audience Additionally, organizing thoughts logically, expressing values and judgments, and speaking confidently with minimal unnatural pauses are essential for achieving fluency in second language speaking skills.
During speaking activities such as discussions, debates, presentations, and role plays, Harmer (2001: 276) identifies three key teacher roles: prompter, participant, and feedback provider As a prompter, the teacher offers clues and support when students struggle to express their ideas, helping them interpret what they want to say In the role of participant, the teacher actively joins discussions or role plays, serving as a good example and fostering dynamic interaction while maintaining an indirect leadership that creates a supportive and creative classroom atmosphere As a feedback provider, the teacher addresses misunderstandings and hesitations by offering tactful and appropriate feedback, assessing students’ performances, and providing corrections to enhance learning outcomes Incorporating these roles effectively enhances student engagement and language development during speaking activities.
Teaching speaking presents numerous challenges, especially when students lack motivation for oral production, leading them to avoid tasks and frequently ask, "Why do we have to do this?" (Ken, 2001) Such students often exhibit behavioral issues, social immaturity, low self-esteem, and insufficient academic and organizational skills, making task completion difficult and causing boredom To address these issues, teachers should focus on altering students’ mindsets and identifying their interests to boost motivation This article offers effective motivational strategies designed to inspire students and enhance their speaking skills.
2.2.2 Motivational strategies in teaching speaking Motivational strategies are new approach to explore the motivation in TEFL
Fu Xiao (2013) in his journal "Motivational Strategies in Teaching English as a Foreign Language - Applying Motivation Plan in TEFL" emphasizes the importance of applying motivational strategies divided into four components according to Dornyei (2001): creating basic motivational conditions, generating initial motivation, maintaining and protecting motivation, and encouraging positive retrospective self-evaluation He highlights that a key challenge is determining when and how students are motivated, noting that current knowledge does not allow for precise assessment of student motivation Despite this, educators can utilize various approaches to estimate and enhance their awareness of students' motivation levels and quality. -Boost your TEFL impact with AI-driven motivational insights—discover how at [Learn more](https://pollinations.ai/redirect/2699274)
Motivated language teachers play a crucial role in building and enhancing students' motivation in the classroom, as highlighted by Hapsari (2013) She emphasizes that motivation can be effectively influenced through targeted instructional and motivational strategies These strategies, which include specific methods and techniques, are essential for generating and sustaining students' motivation Renandya (2013) further identifies four key types of motivational strategies designed to stimulate student engagement and motivation within educational settings.
Effective teaching requires diverse methods; teachers should continuously improve and develop their teaching strategies to enhance student engagement By adopting a variety of instructional approaches, educators can create more stimulating learning experiences, leading to greater student success and active participation in learning activities.
+ Tasks: tasks that allowed the students to experience more success rather than failure are a great boost to students’ motivation
Effective instructional texts, whether oral or written, should be interesting and relevant to students to enhance their engagement These materials, used in teaching and learning, must be cognitively stimulating, emotionally engaging, and socially meaningful Ensuring that classroom materials are captivating and pertinent helps facilitate a more effective and enjoyable learning experience.
+ Tests, test as a tool for correction, feedback and assessment Test also can drive the students to work harder to achieve the goal of learning process
Renandya (2013) highlights the importance of motivational factors in teaching, such as teacher enthusiasm, resourcefulness, creativity, and discipline She emphasizes that the primary goal of using motivational strategies is to enhance students' motivation for learning Effective teachers play a crucial role in the classroom by demonstrating motivational behaviors and implementing strategies that foster an engaging and productive learning environment.
Motivational strategies are techniques designed to promote goal-related behavior by influencing individuals positively Human behavior is complex, and numerous influences can affect motivation, including consciously applied strategies aimed at producing lasting, positive effects According to Cheng (2007), in his study on EFL teaching in Taiwan, effective motivational strategies include displaying motivating teacher behavior, promoting students’ self-confidence, creating a pleasant classroom environment, and presenting tasks appropriately These key strategies are essential for arousing student motivation and enhancing engagement in the classroom.
Also on journal conducted by Astuti (2013) “Teacher’ and Students
In her study on perceptions of motivational teaching strategies in an Indonesian high school, she implemented Dornyei’s (2001) four strategies: creating basic motivational conditions, generating initial motivation, maintaining and protecting motivation, and encouraging positive retrospective self-evaluation The findings highlight the crucial role teachers play in motivating students, emphasizing that teachers are a key motivating factor in the language classroom Additionally, she concluded that a relaxing and encouraging classroom atmosphere significantly enhances student motivation and engagement.
2.2.3 Strategies in Improving Students’ Motivation in Speaking Skill Related to motivational strategies above, the writer tries to correlate between motivational strategies to be implemented in teaching speaking skill As a conclusion that motivational strategies mentioned are: related to Dornyei (2001), the writer agreed that creating the basic motivational condition in the classroom is helpful in developing students’ motivation In this case the appropriate teacher behaviour is needed The teachers should show their enthusiasm to the students, and have good relationship with the students High tolerance between teacher and students/students and students is needed It will create pleasant and supportive atmosphere in the classroom When the students are secure, it will be easy to manage them during learning process
Previous studies
Numerous studies have explored motivational strategies in education worldwide For example, Moskovsky et al (2013) investigated how these strategies impact students' motivation to learn English Their research involved forming two groups to compare the effectiveness of different motivational techniques, highlighting the important role of tailored strategies in enhancing language learning motivation.
296 students aged from 12 to over 25 who had Arabic as their L1 One of the groups had a teacher using ten of Dửrnyei’s motivational strategies that had been selected by
A study comparing Saudi teachers and a control group found that implementing motivational strategies significantly enhanced students’ motivation A questionnaire administered before and after the treatment period revealed that the use of these strategies effectively increased learners’ engagement and motivation levels.
Sugita and Takeuchi (2010) investigated Japanese EFL teachers’ use of motivational strategies and 8th and 9th graders’ perceptions of these methods They selected 15 of Dörnyei’s motivational strategies to implement over two months, with students rating the strategies on a five-point Likert scale multiple times without knowing which strategies their teachers used The study revealed that Japanese students favored motivational approaches such as ongoing assessments using alternative measurement tools, teachers sharing their personal interest in learning English, helping students accept mistakes as part of the learning process, and providing regular, targeted feedback.
In Vietnam, while numerous studies have examined teaching speaking skills, research focused on motivating students to speak English during lessons remains limited Most existing studies concentrate on encouraging university students to participate in speaking activities through specific methods Nguyen Hong Minh’s M.A thesis identified effective strategies such as helping students set achievable goals, diversifying speaking activities, and using rewards to boost motivation in English speaking lessons at the Banking Academy – Bac Ninh branch The study also highlighted key reasons for students’ low motivation, although the small sample size limited the generalizability of these findings.
The studies reviewed involved small sample sizes, such as 32 participants in Lai Thi Dua’s research on using information gap activities to motivate first-year non-English major students at Phuong Dong University, which limited the reliability of the findings Similarly, Vu Thi Kim Loan’s study with 50 participants focused on using visual aids to motivate non-major first-year students, while Tran Thi Thanh Xuan’s M.A thesis with 45 students from a Hanoi university also highlighted common motivational challenges in learning speaking skills All these studies shared limitations, including small sample sizes and a narrow focus on specific motivational strategies, while failing to account for other factors influencing student motivation, such as personal attributes, attitudes towards the target language, and beliefs like anxiety and expectations.
Research studies among secondary school students have identified core factors affecting motivation, as highlighted by Nguyen Thi Anh Duong and Luu Thi Lan Meanwhile, Dang Thuy Chi utilized images to motivate tenth-grade students to participate actively in speaking activities, demonstrating the effectiveness of visual aids in language learning Additionally, Nguyen Thi Thanh My employed language games to enhance student engagement in speaking classes, further emphasizing interactive methods as key motivators Despite different approaches, these studies share similar findings regarding the essential factors that influence students' motivation in language education.
Chapter summary
This chapter reviews key theories on motivation, emphasizing its role in second and foreign language learning Motivation comprises both external and internal factors that enhance student engagement in classroom activities, leading to improved language acquisition Specifically, student motivation in English speaking classes involves active participation in speaking exercises and a continued effort to use English beyond the classroom setting Building strong motivation is essential for maximizing learners’ involvement and achieving language proficiency.
Motivational factors positively influence the learning process, while demotivating factors hinder progress and can lead to unsuccessful mastery of English proficiency These negative influences, known as demotives, reduce students’ engagement in language learning and stem from issues such as unfamiliar textbook topics, teachers’ inappropriate classroom behaviors, or students’ low language competence Addressing these demotivating factors is essential to foster a more effective and motivating learning environment for English learners.
Applying diverse motivational strategies significantly enhances students’ interest and speaking performance in EFL classrooms While various approaches to motivation are discussed, the framework developed by Dửrnyei (2001) serves as the foundational model for this research, offering a comprehensive and effective guide for educational applications This process-oriented motivational model provides a solid theoretical basis, making it a valuable tool for improving EFL speaking skills.
METHODOLOGY
Context of the study
Eighth-grade students, typically aged 13 to 14, number around 90 in the school Having studied English as a foreign language since primary school, they now attend three English classes per week English is a mandatory subject in the junior high school curriculum, emphasizing its importance in their education.
- Teaching staff at TM consists of 4 teachers of English They are all full- time Vietnamese teachers with at least 3 years of teaching experience with the age ranging from 25 to 48
At TM, our English teachers possess several years of teaching experience and are known for being thorough, supportive, and passionate educators They are enthusiastic about embracing innovative instructional techniques that effectively engage students and make learning more exciting Committed to student success, our teachers are eager to support new and unique ideas in teaching methods, ensuring a dynamic and enriching learning environment.
At TM, the primary material for teaching English is a newly developed set of textbooks designed by Hoang Van Van et al., which align with the standard syllabus These textbooks incorporate modern pedagogical methods, primarily focusing on a learner-centered approach and a communicative approach to enhance language proficiency.
TIẾNG ANH 8 is the third level of the English language textbooks for Vietnamese lower secondary students learning English as a foreign language (EFL) It follows a systematic, cyclical, and theme-based curriculum that was approved by the Ministry of Education and Training in January 2012 The textbook emphasizes the development of four key language skills—listening, speaking, reading, and writing—by focusing on pronunciation, vocabulary, and grammar to enhance overall language proficiency. -Boost your TIẾNG ANH 8 skills with AI-powered learning tools for listening, speaking, reading, and writing—[Learn more](https://pollinations.ai/redirect/2699274)
The Student’s Book features 12 comprehensive, theme-based units designed to enhance student engagement and learning Each unit includes seven sections that provide targeted language input for seven 45-minute classroom lessons, ensuring thorough coverage of key skills These richly illustrated, cross-curricular units are crafted to motivate students, create memorable lessons, and promote a joyful learning experience At the start of each unit, clear learning objectives outline the main language skills and competencies students will develop, supporting effective lesson planning and goal setting.
The speaking section is part of a series of language skill development lessons, typically taught within a single unit Its primary goal is to offer additional practice that enhances students' ability to produce spoken English confidently This section integrates newly introduced vocabulary and grammar with previously learned language, applying them in new, contextually appropriate situations to reinforce learners' speaking skills.
3.1.3 Teaching and learning English at TM
Despite being designed around the concept of communicative competence, English teaching at TM predominantly follows a traditional approach, relying mainly on blackboards, textbooks, and cassette recordings for listening lessons Only a few classrooms are equipped with projectors and computers, limiting modern teaching methods Additionally, overcrowded classrooms with limited space hinder active learning and interactive activities, impacting overall teaching effectiveness.
Many students underestimate the importance of English, despite it being a core subject in compulsory education, due to their preference for subjects like math, chemistry, and physics in university entrance exams English assessments often exclude speaking skills, leading classes to focus primarily on reading and writing, with minimal emphasis on speaking and listening Grammar instruction is usually deductive, emphasizing rule presentation and practice through translations and exercises, while vocabulary is taught via bilingual lists and memorization based on reading texts Consequently, students’ communicative skills remain limited, and teaching English—especially speaking—faces significant challenges.
3.2 Methodology 3.2.1 Participants of the study Because of the limited scale of the study, participants in the survey consisted of seventy students randomly chosen from grade eighth classes All of them have at least five to six years of learning English Besides, the researcher includes 4 teachers of English at TM in the interview to gain insights into the issue
3.2.1.1 Students The subjects of the study are a sample of seventy in the grade eighth form randomly selected at TM from classes 8C and 8D Most of participants live in suburban of Ha Noi and are from peasant families, and small business family They do not have the same English proficiency level in general and speaking competence in particular Some of them are good, self-motivated and eager to learn in speaking classes while the rest remain unmotivated, lack of confidence and keep silent most of the time
3.2.1.2 Teachers The 4 teachers of English are asked to complete the questionnaires for teachers They include 1 male and 3 females with the age ranging from 25 to 48 They all have at least 3 years teaching English at TM
Data collection instruments Instruments used to gather data are questionnaires; Semi-interview
The questionnaires were carefully designed for students, ensuring that all questions were simple, understandable, and comprehensive in scope Both questionnaires covered four key topics, utilizing Likert scales to assess students' and teachers' attitudes and perceptions toward speaking skills, students’ motivation to learn English speaking, factors that demotivate students from participating in speaking classes, and the motivational strategies employed by teachers This approach aimed to gather detailed insights into students' interests, desires, and the effectiveness of teaching methods in developing speaking skills.
In addition to these, open and close-ended types were used to gather more information
The student questionnaire, initially crafted in English, was translated into Vietnamese to enhance comprehension During the administration, the researcher provided a brief explanation of key concepts such as speaking skills and speaking activities to ensure students fully understood the questions.
This study aims to gather data on teachers' perceptions of the importance of ten motivational strategies proposed by Dornyei and Csizer (1989), adapted to the Vietnamese cultural context It also incorporates the perspectives of foreign language learners to provide a comprehensive view of motivational techniques in language education Teachers generally value each strategy for its significance in the classroom, while students find these strategies useful for enhancing their motivation The English version of the questionnaire employed in this research is included to facilitate understanding and comparison across different cultural settings.
Participants evaluated 13 different strategies by ranking each according to its importance in boosting motivation They selected one of five options, scored from 1 to 5, to indicate how effective each strategy was perceived to be This approach allowed for a clear assessment of which methods participants considered most influential in enhancing motivation.
Strongly disagree: 1 Disagree: 2 Neutral: 3 Agree: 4 Strongly agree: 5
Chapter summary
Participants completed questionnaires and participated in semi-structured interviews, providing valuable insights for the study Questionnaire data were systematically coded in Excel and presented through tables, charts, and figures to enhance clarity and analysis Information gathered from teacher and student interviews was meticulously recorded and notes were taken for in-depth discussion The detailed results and further analysis are discussed in the following chapter, ensuring comprehensive understanding of the research findings.
FINDINGS
Students’ attitude toward learning English
To understand students' motivation for speaking English, it is essential to explore their reasons for learning the language, with students allowed to select multiple reasons in the survey The collected data was analyzed to identify patterns based on two primary motivation types: integrative and instrumental motivation The results provide valuable insights into the factors influencing students' English learning motivation, informing effective language teaching strategies.
Table 1: Types of students’ motivation
Reasons for learning English Responses Percentage Type of motivation
A I want to get scholarship and study abroad in English speaking countries 13 18,57% Integrative
B English is a beautiful language, it is quite easy to learn and I like it 5 7,14% Integrative
C I can communicate and make friend from around the world
D Because I want to understand films, music, newspapers, stories or books in English
E Because I can get pass the 13 18,57% Instrumental interview and get a better job
F I want to study at university in the future and English is the core subject in the exam
G Because it makes me look more knowledgeable and people will respect me
H Because English is a compulsory school subject, I will get scolded by my parents if I fail the test
The table indicates that the majority of students exhibit instrumental motivation for learning English, with percentages ranging from 17.14% to 40% across different motivational options Notably, most students agree that they are compelled to learn English due to its status as a mandatory subject in their curriculum This highlights the significant influence of compulsory education requirements on students' motivation to study English.
A student in the survey expressed frustration, asking, "Why am I forced to learn English even though I won’t use it in my future career?" Despite this, one-third of students recognize English as a valuable means of understanding movies, music, books, and newspapers Many students also see learning English as a way to appear more knowledgeable and gain respect Interestingly, only a small percentage of students view English learning as directly relevant to their future career prospects.
Thirteen students recognize the importance of learning English for their future careers Despite this, many plan to work in factories after finishing school, which leads them to underestimate English's significance in their professional paths The motivation for learning English among these students is primarily driven by extrinsic factors rather than intrinsic interest Their instrumental reasons include feeling strongly compelled to learn English, a desire to access English entertainment media, and viewing English knowledge as fundamental to their personal development.
Compared to the overall score, significantly fewer students demonstrate high levels of integrative motivation, with only 23 showing a positive attitude towards the L2 Community and recognizing the benefits of interacting with English speakers and participating in diverse cultural activities Conversely, only a small number of students (just 5) express an appreciation for learning English as a beautiful language and a desire to master it Additionally, only around 13 students set goals to obtain scholarships and study abroad in English-speaking countries, primarily due to their learning needs and the prevailing educational norms in rural areas, where students typically aim to attend national universities after high school This limited interest in international study opportunities reflects the unfamiliarity with studying abroad in European countries among rural students.
Most teachers believe that student motivation to speak English is influenced by seeing their classmates speak fluently or performing well in media, with two-thirds noting that students aspire to imitate their favorite film stars’ voices Students also learn English to achieve better academic grades and to emulate teachers who speak the language confidently While there are minor differences in perspectives, both teachers and students agree that instrumental motivation—such as academic improvement and media influence—is the primary driving force behind students' motivation to learn and improve their English speaking skills.
To conclude, the respondents are to a certain extent integratively motivated but they still have a higher degree of instrumental motivation.
Students’ demotivation in speaking English
The survey results indicate that the majority of students perceive their English proficiency at an average level, accounting for 31 respondents This is followed by 22 students who rate their English skills as poor, and 9 students who perceive their proficiency as very bad Interestingly, only a small number of students, just 6, consider their English to be at a good level, while only 1 student feels confident in their very good English competence.
Chart 1: Students’ perception of their English proficiency This finding was in line with the teachers’ expectation that most students were rated average (about 35 %), around one-fourth poor, the remains equally falling into good and very poor level But they agreed that neither of the students are very good at English
Based on the statistics, teaching and learning English, especially speaking skills, encounter significant challenges due to students’ low proficiency levels Many students admit that they find their English-speaking classes difficult to understand, which further hinders their progress in developing effective communication skills.
A majority of students, 37 responses (53%), provided feedback on English speaking lessons, with 13 students (18%) finding them interesting and 7 students (13%) considering them boring Among the 11 students who selected an alternative option, 4 described the classes as difficult but interesting, another 4 viewed them as normal, and 1 found them very interesting Common concerns included some students' complaints about a sleepy teacher’s voice and noisy classroom environments Overall, students exhibited a generally unmotivated attitude toward English speaking lessons.
Students' language competence very bad bad medium good very good
Chart 2: Students’ attitudes toward speaking lessons
The study explored students' demotivating factors in English speaking lessons through a survey question asking, "What are your difficulties in taking part in English speaking lessons?" Respondents could select multiple reasons, revealing various challenges they face The results, summarized in the table below, highlight the most common issues contributing to their lack of motivation, helping educators understand key areas to address for improving student engagement in speaking activities.
Table 2: Difficulties students encounter when taking part in
Difficulties in speaking English Results Percentage
A I don’t understand what teacher and my friends are saying 29 41,43%
B I don’t have enough vocabulary to express my ideas 46 65,71%
C My pronunciation is poor, so teacher can’t understand what I mean 27 38,57%
D English structures (grammatical rules) are complicated
E I am not confident to speak 32 45,71%
F I am afraid of making errors 25 35,71%
G I am afraid of being mocked by friends 1 1,43%
H I am not used to talking in class 4 5,71%
I I find it difficult to express words or sentences 25 35,71%
J I am confused how to use appropriate words 22 31,43%
The primary demotivating factor for students, as highlighted in the table, is the difficulty of learning English as a school subject Among these, the most significant issue is the "vocabulary load," which refers to students' limited vocabulary and challenges in mastering new words This aspect was identified as the leading factor negatively impacting students' motivation to learn English.
Students’ attitudes toward speaking lessons are significantly influenced by linguistic factors, with 65.71% of respondents citing overall speaking difficulties Key challenges include listening difficulties (41.43%), understanding structures (40%), poor pronunciation (38.57%), difficulties in expressing words or sentences (35.71%), and confusion in word choices (31.43%) Additionally, demotivating factors related to students’ personality and learning styles—such as lack of confidence (45.71%) and fear of making mistakes (35.71%)—also impact their engagement Interestingly, only a small percentage of students rarely speak in class (5.71%) and fear being mocked by friends (1.43%), highlighting that linguistic barriers are the primary obstacles hindering students’ full participation in speaking lessons.
Teachers identify students' lack of language background knowledge as the most significant demotivating factor in language learning They rank subject-related challenges in order of frequency: vocabulary load, difficulty of grammatical structures, listening skill difficulties, and pronunciation errors Additionally, teachers highlight students' learning styles as a key factor impacting motivation, noting that some students avoid speaking due to fear of making mistakes or being ridiculed by classmates Low confidence and infrequent practice in front of large audiences also contribute to decreased participation in speaking lessons, further hindering language acquisition.
4.2.2 Demotivating factors related to teacher According to a great deal of previous research conducted in the various parts of the world and reported that teachers’ personality, their incompetence, intolerance, lack of interest in their students, boring teaching methods, lack of use of audio-visual aids, ineffective teaching methodologies, criticising/shouting at the students etc are the factors that demotivate their students to learn the target language effectively and efficiently (Chambers, 1993; Mallala, 2003; Keblawi, 2005; Wolters, Pintrich, & Karabenick, 2005; Amemori, 2012; Manasreh, 2010; Javid, Farooq, & Gulzar, 2012)
In this study, the writer tried to explore teacher-related factors that hinder students’ engagements in speaking lessons The following table show statistically the responses of the participants
Table 3: Student –related demotivators in speaking English
Which of the following behaviors of your teacher make you demotivated in speaking lessons? Responses Percentages
A Teachers of English do not use English in class all the time
B Teachers do not explain in Vietnamese 22 31,43%
C Teacher often interrupts me when I make mistakes, which makes me unconfident 15 21,43%
D Teacher does not go around working with students frequently, so it is not convenient for me to ask for help when I have difficulties
E Teacher often does not give clear enough explanation and instruction before each task, so I frequently do not know what to do
F Teacher speaks fast, so I have difficulty understanding
G Teacher’s language competence is not good 15 21,43%
H Teacher is so yielding that he or she cannot maintain discipline in class
I Teacher and students’ relationship is not good 16 22,86%
J Teachers are not enthusiastic enough 11 15,71%
K Teacher criticizes me when I say anything wrong 20 28,57% From the above table we can see that the most teacher-related demovator is his/ her fast pace of speech that causes students’ difficulty in perceiving (44,29%)
Lack of Vietnamese support is a significant deterrent in speaking lessons, with 31.43% of students citing it as a key factor Poor instruction skills among teachers greatly decrease student motivation, as 30% of participants reported not understanding what to do during lessons Inappropriate teacher behaviors, such as criticizing students for mistakes (28.57%) and frequent interruptions for corrections (21.43%), undermine students' confidence and willingness to speak, as constant correction can be uncomfortable and discouraging These negative interactions lead students to perceive themselves as poor speakers, damaging their confidence and motivation for future participation Additionally, 22.86% of students feel the student-teacher relationship is strained, with some students describing teachers as yelling or sarcastic when errors are made Offensive comments or negative attitudes toward mistakes diminish motivation, as learning a language involves making errors, and positive reinforcement encourages progress Conversely, negative language from teachers discourages active participation, resulting in silence during speaking activities Interestingly, about 30% of students believe that teachers' unenthusiastic attitudes, limited language competence, and excessive use of English are less influential factors in speaking development.
The survey results highlight that most teachers believe they play a crucial role in motivating students in the EFL classroom, with language competence being identified as the most important factor Teachers emphasized that fluent language skills encourage students to imitate and practice speaking, thereby enhancing motivation Additionally, teaching methodology significantly influences student motivation; employing diverse strategies in speaking lessons can effectively boost engagement and enthusiasm.
Effective teachers play a crucial role in student motivation, as their personality and competence directly influence learning outcomes Demonstrating enthusiasm and establishing positive relationships with students are essential for inspiring active participation in speaking lessons Conversely, poor pronunciation and limited language skills can diminish students’ motivation to speak, while ineffective classroom management and discipline can lead to disruptive behavior, further negatively impacting students’ engagement and enthusiasm for learning.
4.2.3 Demotivating factors related to classroom and textbook
Demotivation in learning to speak can originate from various sources, including the classroom environment and textbooks According to question 6, students identified factors related to the textbook, curriculum, and classroom as primary causes of demotivation The statistical results, presented in the accompanying table, highlight the significance of these factors in influencing students' motivation levels in language learning.
Table 4: Classroom and textbook-related demotivating factors
Which of the following factors discourage you from participating in speaking lessons willingly? Responses Percentages
A English textbook is difficult and boring 35 50,00%
B The speaking topics are not familiar for me 30 42,86%
C The class is so large, so I rarely have an opportunity to speak 9 12,86%
The survey reveals that the primary demotivating factor is the English textbook, with 50% of students finding it difficult and boring, and 42.86% citing unfamiliar speaking topics Many students also perceive the textbook content as impractical for daily use and future careers, noting that it presents advanced vocabulary and grammar beyond their current level For example, in Unit 3: People of Vietnam, students struggle with specific vocabulary related to ethnic groups, which is challenging for lower-level learners Furthermore, students believe that the skills taught in textbooks are rarely applicable in real life; one interviewee mentioned that some topics and vocabulary are strange and quickly forgotten after classes, reducing their motivation to engage with the material.
Motivational strategies commonly used in speaking class
of Dornyei’s motivational teaching strategies framework (figure 2): maintaining good rapport with student-teachers
4.3.1 Creating the Basic Motivational Conditions Creating the basic motivational conditions means that how teachers should have a good relationship with the students They also are expected to create a pleasant atmosphere and a cohesive learner group with appropriate group norms The findings are showed statistically in the chart below
Chart 3: Teachers’ frequency on creating basic motivation condition in speaking class
In question 7, the writer focuses on measuring the frequency of teachers’ strategies to create the basic motivational condition These criteria are adopted from Dorney’s
The chart indicates that teachers rarely utilize certain motivational strategies, as few students reported their use often or very often Encouraging risk-taking tasks and accepting mistakes are the most common, with 24.29% of students saying these strategies are used often and 7.14% indicating very often In contrast, other motivational criteria hover around 10-11% for these frequency levels More than half of the participants stated that their teachers seldom or never employ these strategies, highlighting their limited use in the classroom.
Creating a positive motivational environment is essential for effective language learning, as highlighted by Dornyei (2001a), who emphasizes the importance of establishing specific classroom conditions These include demonstrating appropriate teacher behavior, fostering a pleasant classroom atmosphere, and building a cohesive learner group However, these motivational strategies are rarely implemented in the target school, leading to student demotivation According to student feedback, a prevalent issue is that teachers predominantly speak, leaving students with minimal opportunities to actively practice speaking; one student remarked, "My teacher speaks almost all the time, and we just answer her questions, not actually speak in English."
Never Seldom Sometimes Often Very often
Creating the basic motivational condition
Share of personal interest in language Develop a personal relationship encourage risk-taking, mistakes Bring and encourage humor.
Use small group tasks regularly
Creating a positive and supportive classroom environment is crucial for fostering motivation in L2 learning, as an enjoyable and inspirational atmosphere helps sustain student engagement (Dornyei, 2007a) Strategies such as incorporating humor and promoting a safe climate where students feel comfortable taking risks and making mistakes are effective ways to enhance motivation (Dornyei, 2001a) However, these strategies are underutilized in speaking lessons, with many teachers rarely using humor or sharing personal interests to motivate students Additionally, fostering a cohesive learner group significantly impacts motivation, as the classroom dynamic influences students’ willingness to participate (Dornyei & Malderez, 1999; Dornyei & Murphey, 2003) Teaching cooperative skills and principles of group work can improve speaking activities, but many teachers seldom apply small group work due to concerns over student silence and limited participation, despite evidence that smaller groups can increase motivation and speaking opportunities (Murray & Christison, 2011).
Effective use of group work in the classroom varies depending on teachers' methods, as opinions on its implementation differ The success of collaborative learning largely depends on how teachers facilitate and guide group activities to maximize student engagement and learning outcomes.
Encouraging risk-taking and building personal relationships with students are crucial factors that enhance the success of English teaching and boost student motivation Teachers have observed that students are more engaged and enthusiastic in classrooms where positive relationships with their teachers exist Additionally, when teachers encourage students to speak freely without fearing mistakes, students feel more inspired and confident Teachers recognize that fear of errors can hinder students' willingness to perform well in English, highlighting the importance of viewing mistakes as a natural and necessary part of language learning By fostering an environment that accepts mistakes and emphasizes persistence, teachers successfully build students’ self-confidence in their language abilities.
Effective English teaching relies on warm, supportive teacher-student relationships that foster relaxed learning environments, especially for developing speaking skills where students need to feel safe to express themselves Mutual trust between teachers and students encourages open communication, making students more confident to share ideas and participate actively Despite recognizing the importance of these strategies, many students report that teachers seldom or never use them, highlighting a disconnect between teachers' perceptions and students' experiences, which may impact student motivation and engagement in language learning.
4.3.2 Generating initial motivation The next area of the framework following creating the basic motivation is generating initial motivation In this stage, teachers focus on getting students involved in the lessons, feeling excited and curious of the topic There are different techniques used as ice breakers and as pre-teaching activities that raise some thought-provoking illustrations of the topic Here are the figures that reflect how the above techniques help to generate students’ initial motivation
Table 5: Ice-breaking techniques motivating students best before starting a speaking lesson
Activities Strongly disagree Disagree Neutral Agree Strongly agree
Encourage students with positive speech
Ask question on the related topic
Share own experiences with students
Talk on some other topics
Make students share their knowledge
The table indicates that students hold neutral opinions on ice-breaking techniques, with most preferring the neutral option.However, certain techniques stand out as effective in boosting student motivation during speaking lessons, including teachers sharing personal experiences, using inspirational videos, and brainstorming questions—each garnering nearly a third of student votes In contrast, telling stories receives a surprisingly low approval rating, with only around 15% of students supporting it Additionally, discussing different topics in speaking lessons appears ineffective, as only 2.86% of students agree, likely due to their limited language proficiency, which restricts their ability to process multiple new concepts simultaneously.
Survey results suggest that visual teaching aids like videos and pictures have a significant motivational impact on students, while direct questions related to the topics effectively stimulate initial interest However, there is a discrepancy between student preferences and teachers’ reported strategies; all three teachers indicated that students find it more engaging to listen to a teacher's story rather than just hearing a story read aloud Incorporating visual aids and interactive questioning can enhance student motivation at the early stages of learning.
Teacher A notes that students are more engaged and attentive when she tells stories creatively rather than reading directly from textbooks, as storytelling sparks their enthusiasm and focus Another educator highlights that sourcing stories from books, magazines, personal experiences, or creating original narratives related to the lesson content is an effective teaching strategy She emphasizes that starting a lesson with a story helps actively engage students in the learning process, prompting curiosity and interaction, with students often asking whether her stories are real or fictional.
Students often ask whether my funny or surprising stories are true or just made up Inspired by real-life experiences and observations, I craft engaging stories that entertain and educate Sometimes, I start with a true incident but creatively imagine the ending to enhance the story's impact.
Showing inspirational videos significantly enhances student engagement and motivation in lessons Modern teaching techniques, such as using videos, films, and music, are highly effective in motivating students, as reflected by the high approval ratings Teachers also report that students become more excited and enthusiastic when multimedia tools are incorporated into their lessons, demonstrating the impactful role of visual and audio content in education.
Once I taught unit 7: Pollution, I showed my students a short clip that a 12- year-old girl, Severn Cullis Suzuki , from Canada made at U.N Conference on Environment and Development They were all passionate and showed their absolute enthusiasm in that lesson
The data indicates that positive speech before starting a lesson has limited impact on students’ motivation, with 73% of participants disapproving of this approach This suggests that simply emphasizing the importance of education through positive remarks does not significantly inspire or motivate students.
4.3.3 Maintaining and creating motivation 4.3.3.1 Choosing varied tasks