Engli sh in Vietnam 4 1 3 Engli sh in tertiary education in Vietnam
Intrinsic motivation
Intrinsic motivation is demonstrated when we do something because we get rewards enough from the activity itself (Oxford, 1996)
Intrinsically motivated activities are driven by the inherent enjoyment and satisfaction they provide, with no external rewards involved People engage in these activities for their own sake, valuing the personal fulfillment they offer rather than any extrinsic benefits Such behaviors are focused on achieving internal rewards, including feelings of competence, autonomy, and self-determination Emphasizing the importance of intrinsic motivation enhances understanding of how individuals find motivation through purposeful and self-directed engagement.
According to Lepper (1999), students with intrinsic motivation prefer moderately challenging tasks, encouraging deeper information processing and effortful strategies In contrast, extrinsically motivated students tend to choose simpler, less difficult tasks Intrinsic motivation promotes the use of effortful learning strategies that enhance understanding and engagement.
There are some factors which may affect students ' intrinsic motivation:
Physical conditions significantly impact students' learning experiences; poorly lit and crowded classrooms can demotivate students and hinder their academic progress Many schools and universities lack adequate facilities to foster a motivating learning environment, making it challenging for teachers to engage students effectively Consequently, teachers must work harder to create a pleasant and conducive classroom atmosphere that captures students' attention and promotes active learning.
Apart from physical conditions, the teaching method used also has some effect on students' motivation A suitable method will help motivate students.
It can be said that if students have confidence in the method, they will find it motivating.
Different students are more or less sympathetic to any particular method depending upon their expectations (Harmer, 1991: 5).
Teacher qualities play a crucial role in shaping students' attitudes towards learning According to Hamer, even when two teachers employ the same teaching methods, the outcomes can vary significantly based on their individual qualities and effectiveness.
Teachers play a crucial role in shaping student motivation through their interactions, classroom management, and teaching methods Every action a teacher takes can have either a positive or negative impact on student engagement and learning outcomes Effective teacher-student relationships and innovative instructional strategies are essential for fostering a motivating learning environment.
Difference s between spoken and written English 18 2.3 The roles of teachers and learner s
The roles of teachers
According to Wright (1987: 53), a key function of teachers' management role is to motivate demotivated learners and nurture motivated students in learning a foreign language Teachers can achieve this by employing various strategies designed to enhance student engagement and enthusiasm Effective classroom management and personalized encouragement are essential tools in fostering a positive learning environment Ultimately, motivating students plays a crucial role in improving language acquisition and overall classroom success.
1 Adopting a positive attitude towards the learners For example, a certain language point may take the learners some time to absorb Praise and encouragement for positive efforts by the learners will help to keep motivation up.
2 Giving pupils meaningful, relevant, and interesting task to do.
3 Maintaining discipline to the extent that a reasonable working atmosphere is established This does not necessary mean total silence, rather an atmosphere of calm and organization.
4 Being motivated and interested themselves It is an inevitable outcome of any occupation that one becomes bored and uninterested from time to time.
Engaging learners actively in the classroom is essential for effective language acquisition Incorporating activities that promote inter-student communication and collaboration, such as group work and simulations, enhances student participation and boosts their language skills These cooperative exercises encourage learners to practice real-life communication, making the learning process more interactive and impactful Utilizing such engaging teaching strategies aligns with modern educational best practices and ultimately leads to improved student outcomes.
6 Introducing learners to the concept of self-appraisal and self- evaluation through reports and discussions.
7 Giving positive feedback on written assignments.
8 Encouraging pride in achievement by allowing learners to display their work on the classroom walls and noticeboards.
Campell and Kryszewska (1992: 6) expressed their ideas as follows :
1 The teacher can be an active participant in the group, genuinely taking part in the activities, contributing ideas and opinions, or relating personal experiences.
2 The teacher is also a helper and resource, responding to learners' requests for help with vocabulary and grammar.
3 At other times the teacher is a monitor, checking what learners have produced before they passed it on to other learners.
The roles of learners
Teachers play a vital role in both instruction and classroom management, creating an environment conducive to effective learning Learners also have shared responsibilities, including managing their own learning and actively participating in classroom activities By fostering reciprocal roles between teachers and students, the overall classroom dynamic can be optimized to enhance learning outcomes When learners become more efficient and engaged, and teachers effectively facilitate instruction, the entire educational process becomes more effective in promoting student success (Wright, 1987).
Rubin and Thompson (1983: 14) suggested that good or efficient learners tend to exhibit the following characteristics:
1 Good learners find their own way.
2 Good learners organise information about language.
3 Good learners are creative and experiment with language.
4 Good learners make their own opportunities, and find strategies for getting practice in using the language inside and outside the classroom.
5 Good learners learn to live with uncertainty and develop strategies for making sense of the target language without wanting to understand every word
6 Good learners use mnemonics (rhymes , word assoc iation etc to recall what has been learned).
7 Good learners make errors work.
8 Good learners use lingui stic knowledg e, including knowledge of their first language in mastering a second language.
9 Good learners let the context (extra-linguistic knowledge and kno wledge of the world ) help them in comprehen sion.
10 Good learners learn to make intelligence guesses.
11 Good learners learn chunks of language as wholes and form alised routines to help them perform " beyond their competence ,"
1 2 Good learners learn production techniques (e.g techn iques for keeping a conversation going ).
13 Good learners learn different styles of speech and writing to vary their language according to the formality of the situation.
Overview of some teaching methods 24 1 The Grammar-Translation Method
The Audio-lingual Method
The audiolingual Method (ALM) was firmly grounded in linguistics and psychological theory The characteristics of the ALM are suggested by Brown (2001:23) as follows:
1 New material is presented in dialog form.
2 There is dependence on mimicry, memorization of set phrases, and overlearning.
3 Structures are sequenced by means of contrastive analysis and taught one at a time.
4 Srtuctural patterns are taught using repetitive drills.
5 There is little or no grammatical explanation: Grammar is taught by inductive analogy rather than deductive explanation.
6 Vocabulary is strictly limited and learned in context.
7 There is much use of tapes, language labs, and visual aids.
8 Great importance is attached to pronunciation.
9 Very little use of the mother tongue by teachers is permitted.
1O.Successful responses are immediately reinforced. l l.There is a great effort to get students to produce error-free utterances 12.There is a tendency to manipulate language and disregard content.
For a number of reasons the ALM was enjoyed many years by the popularity,and even to this day, adaptations of the ALM are found in contemporary methodologies.
Communicative Language Teaching
Communicative Language Teaching (CLT) is the widely accepted approach in second language education, focusing on effective communication and language acquisition This method emphasizes enabling learners to internalize the second language through practical classroom activities that simulate real-world situations Unlike fake scenarios, CLT encourages authentic practice, helping students develop the skills needed to react naturally in real-life interactions.
Communicative Language Teaching (CLT), as described by Galloway (1993), emphasizes the use of real-life situations that require genuine communication, encouraging students to engage in meaningful interactions Unlike the audiolingual method, which relies on repetition and drills, CLT involves setting up realistic scenarios that leave students uncertain about the outcome, fostering dynamic and responsive learning experiences The approach recognizes that real-life contexts continuously change, keeping lessons relevant and engaging Ultimately, students' motivation to learn is driven by their desire to communicate effectively about meaningful topics in authentic situations.
Communicative Language Teaching (CLT) originated from the shifts in British language teaching practices that began in the late 1960s Prior to CLT, Situational Language Teaching was the dominant approach, focusing on teaching language through practicing basic structures within meaningful, context-based activities (Richards & Rodgers, 1993: 64).
In the 1970s, linguists shifted their focus to viewing language as a system for expressing meaning rather than merely an abstract set of syntactic rules This paradigm change profoundly impacted language teaching, influencing syllabus design and textbook development to emphasize meaning-centered communication As Numan (1999) highlights, this approach transformed how language was analyzed, described, and taught, leading to more effective and meaningful language learning experiences.
Brown (2002) listed four characteristics of CLT as follows:
1 Classroom goals are focu sed on all of the components of communicative competence and not restricted to grammatical or linguistic competence.
Language techniques aim to engage learners in the pragmatic and authentic use of language for meaningful purposes, emphasizing functional communication over organizational language forms These techniques focus on enabling learners to accomplish real-world language goals rather than solely mastering structural aspects By prioritizing authentic language use, learners develop practical skills essential for effective communication in real-life situations.
3 Fluency and accuracy are seen as complementary principles underlying communicative technique s At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.
4 In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts.
Since the 1970s, the Communicative Approach has gained widespread popularity and became the most influential teaching method globally until the late 20th century This approach emphasizes the importance of meaningful communication, allowing translation only if it serves a communicative function or promotes interaction Although it primarily focuses on active language use, it acknowledges that the first language can still play a role in the learning process, even if its use is limited.
In Communicative Language Teaching (CLT), the teacher's role shifts from controlling the learning process to acting as a facilitator, empowering students to take charge of their own learning Instead of traditional teacher-centered instruction, CLT encourages students to participate actively through increased speaking opportunities This approach emphasizes real-life situations and contextual communication, with the primary focus on effectively conveying messages in authentic contexts (Galloway, 1993).
The Communicative Approach, developed by educators and linguists dissatisfied with traditional methods like audiolingual and grammar translation, has been widely adapted across all education levels In communicative classrooms, teachers act as facilitators, encouraging students to listen more and speak less, fostering active participation This approach helps students build confidence in using the target language and promotes greater responsibility for their own learning However, an excessive focus on communication can sometimes lead to the misconception that correctness is less important, although accurate language use is crucial for clear message transmission Emphasizing correctness from an early stage enhances learners' ability to communicate effectively, supported by a solid understanding of language structure, which is key to success in listening and reading comprehension.
The Communicative Approach is considered the most effective method for English teaching in Vietnam today, as it boosts students' motivation and improves speaking skills While each teaching method has its unique benefits and should be chosen based on the specific situation, the success of an educator depends on various factors including age, motivation, attitude, aptitude, and the chosen teaching strategies Ultimately, selecting the most suitable approach is essential for enhancing student learning outcomes.
This chapter provides a brief overview of the two main types of motivation, highlighting their influence on language learning It also discusses the differences between spoken and written English, emphasizing their unique characteristics Additionally, the roles of teachers and learners are examined to understand their impact on effective language education The chapter reviews various approaches and methods used in English language teaching within the Vietnamese context, showcasing practical strategies for improving learning outcomes The upcoming chapter will detail the research methodology employed in this thesis to support these insights.
This chapter outlines the methodology used to investigate students' motivation for learning spoken language at AGU It includes detailed information on the research questions, research design, participant characteristics, data collection instruments, and procedures, providing a comprehensive understanding of the study's approach.
This thesis explores effective methods for teaching speaking skills to help first-year English majors improve their spoken language To achieve this goal, three key research questions were formulated, guiding the investigation into the most effective instructional strategies for enhancing students' oral communication abilities The study aims to identify practical approaches that can be integrated into language teaching to boost students' confidence and fluency in spoken English.
1 How important is the students' learning motivation?
2 What factors have the most influence on the students' learning motivation?
3 What should teachers do to motivate first-year English majors to study spoken English effectively ?
This research highlights the crucial roles of three main agents: Vietnamese teachers of English, native English speakers, and first-year English majors from the Department of Foreign Languages Vietnamese teachers of English serve as primary facilitators in implementing instructional strategies, while native speakers provide authentic language exposure, enhancing students' communicative competence Additionally, first-year English majors contribute valuable peer support and firsthand insights into learning processes, making them vital participants in effective language education.
Research design
Subjects
The first group of subjects consists of freshmen majoring in English, who have only been studying at the university for two months These students are required to complete a four-year program to earn a B.A degree and go on to become English teachers in high schools across the province Although their knowledge of English is expected to be at a pre-intermediate level to pass entrance exams, many struggle to use English effectively despite studying it for three to seven years in high school Most freshmen are aged between 18 and 20, with the majority being local residents and a few coming from neighboring provinces like Dong Thap and Kien Giang Eager to learn English in a new environment, they face challenges adapting to constant speaking requirements and new learning methods, which are unfamiliar to many first-year students who had limited practice opportunities in high school.
This study features a second group of 16 Vietnamese English teachers, including 6 males and 10 females, aged between 24 and 40 years old Most of these educators are highly competent in English teaching, demonstrating strong language skills and instructional abilities However, some teachers are still early in their careers and lack extensive teaching experience, reflecting a mix of expertise levels within the group.
The third group comprises four native English speakers, including three Americans and one English, with ages ranging from 24 to 60 These enthusiastic and responsible volunteers come from organizations such as VSO, MCC, and VIA They are responsible for teaching speaking and listening courses to students from first to fourth year, as well as delivering classes in subjects like American Studies, British Studies, American Literature, English Literature, Phonetics, and Intercultural Communication.
3.2.1.2 Character istics of the s ubjects
As mentioned above, the study consists of three groups of subjects.
The first group consists of 82 freshmen (25 males and 57 female s) whose average age is from 17 to 20.
The background information on the first group of subjects was presented in Table 3.1a.
Table 3.1 a The first group of subjects
The second group of subjects comprises of 16 Vietnamese teachers of Eng lish
(6 males and 10 females) Their age range is from 24 to 40 and their years of teaching experience are from 1 to 18 Among these teachers there are five who have MA degrees.
The background information on the second group of subjects was presented in Table 3.1b.
Percentage Gender (From 20 to 49 years old)
Table 3 1 b The second group of subjects
The third group of subjects includes four native English speakers—three males from the USA and one female from England—who have diverse educational backgrounds, with one holding an MA degree and the others being graduates These experienced volunteer teachers have previously worked with organizations such as VSO, MCC, and VIA, bringing valuable expertise to their teaching roles.
The background information on the third group of subjects was presented in Table 3.1c
Table 3.1c The third group of subjects
Instruments
A survey was conducted among 82 first-year English majors using a 9-question questionnaire to explore students' motivation for learning spoken English Additionally, a separate 9-question questionnaire was distributed to teaching staff to assess their perceptions of student motivation and to identify the activities they typically employ to boost speaking skills These tools aimed to gather comprehensive insights into both students' motivational factors and effective teaching strategies for enhancing spoken English proficiency.
The student questionnaires were distributed and collected after one week to ensure comprehensive responses To guarantee students fully understood the questions, the questionnaires were provided in both English and Vietnamese Question 1 explores the primary reasons why students choose English as their major, while Question 2 examines the duration of their English language studies.
Question 3 asks students to give their opinions on the importance of speaking skill.
Question 4 investigates the reason why students like to study spoken English.
Question 5 examines which extrinsic factors: teachers, classmates, or parents motivate students to study the oral skill most.
Question 6 examines what kinds of activities such as discussion, role play, and interview, etc students like most in their speaking class.
Question 7 identifies the extra-curriculum activities that help students improve their speaking skill.
Question 8 investigates what teachers often do to Increase their students' motivation in speaking classes
Question 9 investigates students' perception of the textbooks used for teaching speaking skill.
The questionnaire for the teaching staff was delivered and collected after a week so that all teachers had enough time to read and answer all the question items.
Question 1 investigates the teachers' perception of the students' learning motivation.
Question 2 investigates whether the teachers think parents, teachers or classmates have the most influence on the students' motivation of learning spoken English
Question 3 investigates which of the extrinsic factors such as textbooks, teaching methods, school facilities, etc have the most influence on students' learning motivation.
Question 4 examines the techniques teachers often use to motivate their students to speak English
Question 5 investigates the number of teachers who have attended workshops on motivation
Question 6 investigates the number of teachers who have read books on motivation to know whether motivation is an issue that interests the teachers' attention.
Question 7 asks teachers to give their opinions on the textbooks used at An
Giang University is assessing whether its extracurricular activities, such as the English-speaking club and Spring events, are engaging and appealing to students Question 8 invites teachers to share their opinions on these activities, helping the university evaluate their effectiveness and student interest.
Festival, Movie Night, and Conference on "How to study English well" to help students improve their spoken English.
Question 9 investigates which class activities: discussion, roleplay, or interview motivate students to improve their speaking skill.
Implementation
This study investigates the key factors influencing motivation for second and foreign language learning To identify effective strategies, two types of questionnaires were developed and distributed to first-year English majors The goal was to determine the most effective methods to enhance their spoken English skills.
The questionnaires were delivered to 82 English majors and 20 teachers of the English Department Out of 20 teachers there are only 4 teachers who are in charge of speaking classes.
This chapter presented the method employed in my study The next chapter will report the results of data collection as well as the discussion of the findings.
This chapter reports the results of the study including the responses to the survey questionnaires from the teaching staff and the students and the discussion of the findings
Responses to the survey que stionnaires
Students' responses
Question 1: Why do you study English?
To be able to communicate
Table 4.1 Students' purposes of English learning.
The survey revealed that the primary motivation for studying English among students is to secure a good job, with 71.95% selecting this option Additionally, 15.85% of respondents aim to communicate effectively with native speakers, highlighting the importance of practical language skills A smaller portion, 9.75%, studies English to enhance their knowledge, while only 2.45% pursue further education through English proficiency These results indicate that employability and communication skills are the main drivers for English language learning among students.
At AGU, the primary goal for students learning English is to secure a good job, highlighting the strong influence of extrinsic motivation on their language learning process This underscores how students' desire for career success significantly drives their engagement and dedication to mastering English skills.
Question 2: How long have you been studyi ng
Table 4 2 Students ' previous English learning ex perience
Most first-year English students have studied English for seven years in high school, with 96.35% of respondents indicating this duration, reflecting a pre-intermediate (A level) proficiency A small percentage (3.65%) studied English for three years before entering university Despite sharing similar English proficiency levels, students' speaking abilities vary significantly, with only a few out of 82 students able to communicate effectively in English.
Question 3: Among the four language skills-
Choices listening, speaking, reading and writing, do you think speaking is:
Table 4 3 Students ' perception of the importance of speaking skil l.
The survey results indicate that the majority of students recognize the significance of speaking skills in language learning, with 60.97% selecting "Very important" when asked about the importance of speaking among the four language skills—listening, speaking, reading, and writing Additionally, 31.70% of respondents consider speaking to be important, while 8.33% view it as fairly important, demonstrating a strong consensus on the essential role of spoken English in language proficiency.
Question 4: Why do you like studying
B Because this skill IS very necessary for my future 5 6.10 % carreer
C Because I'm good at this skill 10 12.20 %
Table 4.4 Why students like studying spoken English
Most students (81.70%) expressed that their preferred learning experience was influenced by their teachers' teaching methods, highlighting the importance of engaging and effective instruction in studying spoken English A smaller percentage (6.10%) of students valued speaking skills because they see them as essential for their future careers, while 12.20% felt they excel at this skill These findings emphasize that teachers significantly impact students’ motivation, underscoring the need for educators to diversify their teaching approaches Incorporating a variety of speaking activities such as discussions, interviews, role-plays, and games can re-engage students, boost their interest, and enhance their motivation to learn spoken English.
Que stion 5: Who motivate you to study spoken
Table 4 5 Who motivate students to study spoken English.
The survey revealed that 59.75% of students are primarily motivated to study spoken English by their teachers, highlighting the crucial role educators play in fostering language learning Additionally, 24.39% of students cited their classmates as a source of motivation, while 12.19% were motivated by their parents, and only 2.43% by relatives These findings confirm the significant influence teachers have on students' motivation, underscoring the Vietnamese saying, "Learners cannot succeed without instructors," which emphasizes the vital role of educators in language acquisition.
Teachers play a crucial role in the teaching and learning process, and they are now encouraged to enhance their effectiveness in modern teaching methods According to the Communicative Approach, educators serve as monitors, controllers, organizers, facilitators, and evaluators, supporting students in taking on the role of active masters in their learning journey.
Question 6: What kinds of class activities motivate
Choices you most in speaking classes?
Table 4 6 Activities motivate students most in speaking clas ses
According to responses to Question 6, 42.68% of students find discussions to be the most motivating activity in speaking classes, highlighting its importance for developing oral skills Role-playing was chosen by 32.92% of learners as a key activity that boosts their speaking motivation Additionally, 10.98% of students preferred interviews as engaging class activities, while 13.42% emphasized that regular use of games significantly enhances their motivation to learn English Incorporating these activities can effectively increase student engagement and improve speaking proficiency.
Discussion activities have a significant positive impact on students’ learning motivation, making them essential in language education Teachers should prioritize engaging and enjoyable discussion sessions to enhance students' oral skills To achieve this, educators need to diversify discussion topics and leverage the motivational potential of these activities Focusing on varied and meaningful discussions can effectively boost students' enthusiasm and improve their overall language proficiency.
Question 7: What kinds of extra-curriculum Choices activities motivate you to study speaking skill?
C Conference on how to study English well
Table 4 7 Extra-curriculum activities motivate students to study speaking skill.
According to survey results, 71.95% of students find the English-speaking club the most motivating extracurricular activity to enhance speaking skills Another popular activity, accounting for 21.95%, is "Movie Night," held every Friday evening at AGU, where students watch films in English, discuss film content, and participate in group discussions These activities promote not only improved listening skills but also significantly enhance spoken English abilities through interactive and communicative practices, including international exchanges with Bluffton College, Ohio Incorporating such engaging activities into language learning can effectively boost students’ speaking confidence and proficiency.
The other two activities- "Conference on how to study English well" and
"Spring Festival" were also paid attention to by the respondents (4 87 % and
The "Spring Festival" was a traditional event organized by the English Department, where students participated in singing English songs, dancing, and role-playing in English before Tet Holidays This festival provided an excellent opportunity for students to practice and enhance their English speaking skills Among various extracurricular activities, the English Speaking Club was considered particularly effective in helping learners improve their oral language abilities.
Question 8: What do your teachers Choices often do to enhance your motivation in speaking classes?
A They often encourage and praise 28 34.15 % us
B They focus on weak students 5 6.10 %
C They often use pairwork and 49 59 75 % groupwork
Table 4.8 What teachers often do to enhance students' motivation in speaking classes
According to student responses to Question 8 on motivating speaking classes, a majority (59.75%) highlighted that teachers enhance motivation by using pair work and group work activities Additionally, 34.15% of students reported that teachers often motivate them through praise and encouragement These strategies demonstrate the important role of interactive and positive reinforcement techniques in promoting student engagement and speaking proficiency.
Only 6.10% of students selected option B, "They focus on weak students," indicating that teachers' focus on weaker students was not a significant factor influencing motivation Students' responses demonstrated that the use of pairwork and groupwork significantly boosted their motivation and had a tangible positive impact on learning outcomes Additionally, teachers' praise and encouragement played a crucial role in enhancing students’ motivation Overall, focusing solely on weak students did not substantially affect students' motivation to learn.
Ques tion 9: What do you think about the textbooks used for speaking classes?
Table 4.9 Students' opinions on the effectiveness of the textbooks
According to responses to Question 9, only 8.53% of students found the speaking class textbooks very interesting, while 12.20% considered them interesting and 45.12% found them quite interesting However, a significant 34.15% of students described the textbooks as boring These findings indicate that the textbooks used for speaking classes at AGU are not entirely effective, which may impact students' speaking skill development Consequently, teachers are prompted to reassess whether their chosen materials are appropriate for first-year students' proficiency levels.
Teachers' responses 48 4.2 Discussion of the findings 56
20 10 0 Graph 4.1 Teachers' perception of the importance of the students' learning motivation
The responses to Question 1, which asked about the important role of students' learning motivation, revealed that the majority of teachers (85%) believed it was very important, while the remaining 15% considered it important No teachers selected "Fairly important" or "Unimportant," indicating that motivation is widely recognized as a crucial factor in student learning.
Graph 4.2 Who have the most influence on the students' learnin g motivation
The survey revealed that 50% of teachers believe they have the most influence on students' learning motivation, while 35% think their parents play this role, and 15% cite classmates This underscores the significant impact teachers have on student motivation Conversely, teachers perceive parents as the secondary influential factor, whereas students consider classmates to be the primary motivators, highlighting a discrepancy between teachers' perceptions and students' experiences.
Graph 4.3 What fa ctors have the most influence on the students ' learning
The study reveals that teaching method is the most influential factor on students' learning motivation, with 65% of respondents selecting it as the primary factor Additionally, 20% of students believe textbooks significantly impact motivation, while 15% point to school facilities A native speaker emphasized that, beyond these factors, teachers' enthusiasm plays a crucial role in motivating students to learn a second or foreign language.
Effective teaching methods are the most crucial factor influencing student engagement and learning outcomes When teachers employ suitable instructional techniques, students become more motivated and actively participate in the learning process This highlights the importance of the teaching approach as a key driver of educational success.
Graph 4.4 What teachers often do to motivate students to speak
According to survey responses to Question 4, "What do you often do to motivate students to speak English?", 60% of educators highlighted encouraging and praising students as their primary strategy Additionally, 30% emphasized the use of pairwork and groupwork to foster motivation and participation In contrast, only 10% of respondents focused on supporting weak students to boost their confidence and speaking skills.
Most teachers believe that praise and encouragement effectively motivate students to improve their spoken language skills Approximately one-third of educators find that incorporating pairwork and groupwork increases students' interest and engagement in lessons However, only a small fraction—just one out of sixteen teachers—contends that focusing on weaker students can enhance their motivation to learn English.
Graph 4.5 Teachersfrequency of workshop participati on
In the responses to Question 5, "Have you ever attended any work shops on motivation?" 60 % of the teachers chose C (Sometimes), 30% chose D (Never) , and 10% chose B (Often).
The survey revealed that many teachers at AGU lack experience in motivating students to learn, with six out of twenty teachers indicating they have never attended workshops on this crucial topic This highlights a significant gap in teacher professional development regarding student motivation Addressing this issue could enhance teaching effectiveness and improve student engagement at AGU Increasing focus on motivating students is essential for achieving more successful educational outcomes.
Graph 4.6 Teachersfrequency of reading books on motivation
In response to Question 6, "Have you ever read any books on motivation?", 65% of participants selected "Sometimes," indicating occasional engagement with motivational literature Additionally, 25% of respondents chose "Often," reflecting a higher frequency of reading such books Interestingly, an equal 5% of participants selected both "A" and "C," highlighting a diverse range of reading habits related to motivation.
Teachers at AGU need to enhance their understanding of the importance of motivation in English language learning Improving their knowledge and gaining more experience in teaching spoken English will enable them to support their students more effectively Focusing on motivational strategies is essential for fostering student engagement and success in learning English.
Graph 4.7 Teachers' opinions on the textbooks used at AGU
According to responses to Question 7, "What do you think about the textbooks used at AGU?", 55% of participants found the textbooks to be quite interesting (option C), indicating a positive perception Additionally, 30% of respondents described the textbooks as interesting (option B), reflecting overall satisfaction A smaller portion, 5%, considered the textbooks very interesting (option A), while 10% found them boring (option D) These results highlight a generally favorable view of AGU's textbooks, with the majority of respondents rating them as interesting or better.
The study raises important questions about the appropriateness and effectiveness of the textbooks used at AGU, particularly concerning their suitability for students' levels and their ability to engage learners Findings suggest that a reevaluation of teaching materials, especially those used in speaking classes, is necessary to enhance student interest and improve overall language acquisition This research marks the first step toward assessing and improving the quality of educational resources to ensure they meet students' needs and promote active learning.
Graph 4.8 Extra -curri culum activities motivate students to Improve their spoken language
Notes: E.C = English-speaking club; Conf = Conference on "How to study English well"; M.N = Movie Night; S.F = Spring Festival
According to the responses to Question 8, "What kind of extracurricular activities at AGU can motivate students to improve their spoken language?" 65% of teachers highlighted the English-speaking club as the most effective activity Additionally, 20% of teachers selected other activities, emphasizing the importance of engaging and interactive programs to enhance students' spoken language skills Implementing popular extracurricular activities like the English-speaking club can significantly motivate students to practice and improve their spoken English.
C (Conference on "How to study Engli sh well") , 10% chose D (Movie Night ), and 5% chose B (Spring Festival).
An "English-speaking club" has proven to be effective in enhancing students' spoken language skills, according to responses from participants While both teachers and students recognize the club's value, there are differing opinions regarding the roles of activities like "Movie Night" in supporting language learning.
"Conference on how to study Engli sh well" The teachers thought
" Conference on how to study Eng lish well" played a secondary role in improving students' English, whereras students themselves thought it was the
" Movie Night" whic h helped them deve lop their listening and speaking skills
Graph 4 9 Activities motivate students to improve their speaking skill
Nearly half of the teachers (40%) identified discussion as the most motivating activity for improving students' speaking skills, followed by roleplay (30%), with interviews (15%) also recognized as effective Additionally, 15% of teachers emphasized the importance of speaking games in enhancing student motivation and engagement in language learning.
The results showed that "Discussion" was the activity that students liked most during their speaking lessons ; "Roleplay" and "Interview" were also of great
56 importance as well Besides, games used in speaking classes were considered another important factor which contributed a great deal to student's learning motivation.
Motivation is a crucial factor in language learning success, as highlighted by Downs (2000), who states that a student's motivation greatly influences their ability to acquire a second language Confidence plays a key role in boosting motivation, and one effective way to foster confidence is through teacher praise When teachers provide genuine encouragement, it can significantly impact students’ self-belief and learning outcomes Properly used praise can serve as a powerful classroom tool that highlights students’ strengths, motivates continued effort, and promotes enthusiasm for learning English.
Recommendations
From the findings and my own expenence, I would like to present the following recommendations:
To succeed in language teaching in Vietnam today, educators must enhance their teaching methods by incorporating the communicative approach more consistently across high schools and tertiary institutions Implementing engaging communicative activities is essential to capture students' attention and stimulate their desire to communicate using the target language, thereby making the learning process more effective and enjoyable.
Due to the national curriculum tailored for English majors, speaking lessons are limited to just three periods per week, restricting students' opportunities to practice and enhance their speaking skills This limited schedule hampers effective skill development and may impact students' overall language proficiency To improve spoken English, it's essential to allocate more dedicated time for speaking practice within the curriculum.
If students have more time for speaking lessons, for example, from four to six periods a week, they will certainly be better at the oral skill.
To boost students' learning motivation, AGU English teachers should focus on extracurricular activities and maximize their benefits In addition to existing weekly events like "Movie Night" and the "English Speaking Club," organizing diverse activities can further motivate students and assist teachers in their instructional goals Exploiting the full potential of these extracurricular programs can create a more engaging and motivating learning environment for students.
The Department of Foreign Languages needs to be equipped with additional audio-visual rooms to effectively teach listening and speaking skills To facilitate interactive learning, students should be seated individually rather than on benches, enabling smoother group and pair work during English classes These improvements will save time and promote more active speaking practice, enhancing language proficiency.
The current average class size at AGU is 40 students per English class, which makes it crowded and limits students' opportunities to practice speaking skills effectively To enhance language learning, the ideal class size should be reduced to around 20-30 students, allowing for more interactive and engaging classroom experiences.Adjusting the class size can significantly improve students' speaking practice and overall language acquisition.
To enhance students' motivation in learning spoken language, carefully selecting effective teaching materials is essential Quality materials enable teachers to design engaging communicative activities that significantly boost student interest Conversely, even well-planned activities may fail without appropriate supporting materials, highlighting the crucial interconnection between teaching resources and classroom activities for successful language acquisition.
MOET should strengthen the connection between secondary and tertiary English education, ensuring students are familiar with university-level teaching methods and learning approaches This integrated approach will help students transition smoothly, boosting their confidence and preparedness when studying at the university level.
Agricultural University of Can Tho (AGU), as a prominent provincial university in the Mekong Delta, benefits from significant attention and support from international organizations This exposure enables AGU to stay competitive with universities in major cities To capitalize on this advantage, the university's Board should actively foster partnerships with foreign organizations to attract more native speakers, enhancing language programs and academic quality Strengthening these international collaborations can further elevate AGU’s reputation and global engagement.
The above recommendations aim to support AGU teachers in boosting students' motivation to learn English, with a particular focus on improving their speaking skills Implementing these strategies can lead to more engaging and effective English language learning experiences, ultimately enhancing students' fluency and confidence These tips are designed to create a motivating classroom environment that encourages active participation and language acquisition among students at AGU.
Beebe, L.M., Takahashi, T & Uliss-Welts, R (1990) Developing Competence in a Second Language New York: Newbury House
Brophy, J (1987) Tea cher Praise: A Functional Analysis Review of Educational Research.
Broughton, G et al (1978) Teaching English As a Foreign Language T J Press (Padstow) Ltd.
Brown, D (1980) Principles of Language Learning and Teaching London: Prentice- Hall, Inc , Englewood Cliffs, N.J.
Brown, D (2001) An lnteractive Approach to Language Pedagogy Longman: Inc.
Brown &Yule (1983), Discourse Analysis Cambridge: Cambridge University Press
Brumfit, C (1984) Communicative Methodology In Language Teaching
Bygate, M (1987) Speaking Oxford: Oxford University Press.
Campbell, C & Kryszewska, H (1992) Learner-based Teaching Oxford: OUP.
Cashin, W E (1979) Motivating Students Idea Paper, No 1 Manhattan:Center for Faculty Evaluation and Development in Higher Education,Kansas State University
Crookes, G & Smidt, R W (1991) Motivation: Reopening the research agenda Lanuage Learning, 41, 469 -512 [EJ497 731]
Crystal, D (1997) English as a global language Cambridge : Cambridge University Press.
Downs, M (2000) Increasing Student Motivation Teacher's Edition.
Forsyth, D R and McMillan, J H Practical Proposals for Motivating Students In R.I Menges and M.D Svinicki (eds), College Teaching:
From Theory to Practice New Directions in Teaching and Learning,
No 45 San Francisco: Jossey-Bass, 1991.
Galloway, A (1993) Communicative Language Teaching: An Introduction and Sample Activities.Eric Digest Eric Clearinghouse on Languages and Linguistics Washington DC.
Gardner, R.C (1966) Motivational Variables in Second Language Learning, International Journal of American Linguistics.
Harmer, J (1991) The Practice of English Language Teaching Longman:Inc.
Holt, N (2004), http://iteslj.org/Articles/Norris-Motivation.html
Krathwohl, D.R (1993) Methods of educational and social science research:
An integrated approach New York : Longman.
Kumar, R (1996) Research Methodology Longman Malaysia, PJB.
Laney, D.F (1993) Qualitative research in education: An introduction to the major traditions New York: Longman
Lee, J.F & Vanpatten, B (1995) Making CLT Happen New York: McGraw- Hill.
Lepper, M.R &Thomas, W.M (1999) The relationship between Motivation and Learningô http ://Sparklei nc comtmlcenterifag.htm
Lepper & Green & Nisbelt (1973), Effects of Extrinsic Rewards on Motivation and Learning < httpllwww.peaklearn.com
Lewis, M and Hill, J (1985) Language Teaching Publications England
Lightbown, P.M and Spada, N (1993) How Languages are learned Oxford : OUP.
Littlewood, W (1984) Foreign and Second Language learning: Cambridge Lanuage Teaching Library Cambridge: CUP.
Numan, D (1999) Second Language Teaching& Learning Heinle & Heinle Publishers
Oxford, R.L (1996) Language Learning Motivation: Pathways To The New
Century University of Hawai'i Press
Richards, J.c (1990) The Language Teaching Matrix Cambridge:
Rubin & Thompson (1983) Learning Styles and Strategies Oxford: OUP
Wiersma, W (1995) Research Methods in Education Needham Heights,Massachusetts 02194.
Wright (1987) emphasizes the vital roles of teachers and learners in the educational process, highlighting that effective teaching requires understanding students’ needs and adapting instructional methods accordingly According to authoritative sources such as the British Council and San Diego State University, successful language education depends on fostering interactive learning environments that promote active engagement from both teachers and students Additionally, TESOL Greece underscores the importance of culturally responsive teaching approaches to enhance language acquisition, while Fangua Gees' research points to the significance of integrating technology and multimedia resources to support diverse learning styles Overall, these insights illustrate that a comprehensive understanding of teacher and learner roles is essential for creating effective, inclusive language education programs.
Bui Diem Hanh (2000) H ow to enhance learnin g m otivation o f high sc hoo l EFL learn ers: A survey of students at Go Vap high school HaNoi
University of Foreign Studies Ho chi minh city University of Social Sciences and Humanities, February 2000.
Đặng Thị Hương et al (2001) đã thảo luận về vai trò của Đà Nẵng và Hội An trong chuyển giao tri thức qua các thế hệ Bài viết nhấn mạnh tầm quan trọng của các địa phương này trong việc góp phần bảo tồn và phát huy giá trị văn hóa, khoa học truyền thống Các nghiên cứu của họ cho thấy sự ảnh hưởng của di sản địa phương đến sự phát triển bền vững của cộng đồng, đồng thời khẳng định vai trò của Đà Nẵng và Hội An trong quá trình chuyển giao tri thức qua các thế hệ Đây là nguồn tư liệu quý giá giúp hiểu rõ hơn về quá trình bảo tồn và phát huy giá trị văn hóa truyền thống tại khu vực miền Trung Việt Nam.
Do Minh Cuong (1992) Thoi Dai va Gia o Du c Sai Gon Giai Phong Newspaper.
Pham Hoa Hiep (1999) highlights key socio-cultural factors that hinder success in tertiary English language training programs in Vietnam These factors significantly impact students' motivation and learning outcomes, posing challenges to the effectiveness of language education Addressing these socio-cultural barriers is essential for improving English proficiency among Vietnamese learners The study emphasizes the importance of understanding local cultural contexts to enhance the design and implementation of language training initiatives in Vietnam.
QUESTIONNAIRE FOR THE TEACHING STAFF
We are interested in your opinions on effective strategies to motivate first-year English majors to study spoken English Your insights will be valuable in helping us develop better support methods for students learning spoken English Please share your thoughts on how to increase engagement and motivation among first-year students studying spoken English Your feedback is crucial for creating targeted approaches that enhance learning outcomes for English majors.
Please tick the appropriate answers in the box :
1 Id entify the import ant role of the stude nts' learning moti vation.
2 In yo ur opinio n, who have the m ost influen ce on the stude nts ' learni ng motivation ?
B Their cl assmates D C.Their parents D
3.W hat f act ors have the most infl ue nce on the stude nts ' learning?
B.Teaching method D C.School fac ilities D
4 What do yo u ofte n do to mot ivate stude nts to speak En gl ish ?
A Encourage and pr aise them D
C Use pai r wo rk and gro up work D
5 Have you eve r atte nded any worksho ps on moti vation ?
6 Have yo u ever read any book s on motivation ?
7 Wh at do yo u think abo ut the textb ooks used at An G iang Uni versit y?
8 What kinds of extra-curriculum ac tivities at AGU do you think ca n motivate students to improve their spoken langu age?
C Conference on " Ho w to study Engli sh well " D
9 What kind s o f activities m otivate students to imp rove their s peaking skill?
We value your opinions about your English learning experience Your responses will help us identify effective teaching techniques to enhance spoken English skills for first-year English majors Providing your feedback is essential in developing methods that will enable students to learn spoken English more effectively.
Please read the followin g qu estions and tick the appro priate answers in the box:
D D l.Wh y do yo u lik e to study English?
B To be a ble to communicate with native speakers D
C To imp rove m y kn owledge D
D To furth er my study D
2 How long have you been study ing Engli sh?
3 Among th e four lan guage ski lls (listening, speaking, reading and writing) do yo u think speaking is:
4 Wh y do yo u like studying s poken Engli sh?
A Because I liked m y teacher ' s meth od of teaching D
B Because thi s skill is very necessary for my future ca reer D
C Becau se I am go od at this skill D
5.Who m ot ivate you to study spoken En gli sh ?
6 What kind s of class ac tivities moti vate you most in speaking cl asse s?
7 Wh at k inds of ex tra-c urr iculum ac tivities mot ivate yo u to study speaki ng sk ill?
A En gli sh -speaking club D
C Con ference on " How to study En gli sh well " D
8 What do yo ur teachers ofte n do to e nha nce your m oti vati on in speaking classes?
A The y ofte n enco urage and pr ai se us D
B They focu s on weak stude nts D
C Th ey ofte n use pair work and gro up work D
9 Wh at do yo u think abo ut th e textbook s used fo r spea king cl asse s?
PHIEU KH AO SA T DANH CHO SINH VIEN
Chúng tôi muốn xin ý kiến về việc viết vocab tiếng Anh của các bạn Phản hồi của các bạn sẽ giúp chúng tôi tìm ra những kỹ thuật giảng dạy phù hợp cho sinh viên chuyển dạng, nâng cao kỹ năng và hiểu quả học tập.
Xin vui long da nh dfru ca u tra Wi cua ban va o 0 thi ch hop dudi day :
1 Vi sao ban thi ch ho c tieng A nh?
A D ~ co diro c mot viec lam t6t D
B D ~ co th~ giao tiep vdi ng ud i nud e ngo ai D
D D ~ co th ~ ho c nang cao D
2 Ban dii hoc Tie'ng Anh diro c ba a lau ?
3 Trang 4 ky nang ngon ngG' ( ng he, no i, d QC va viet) the a ba n k y nang noi:
D Kh ong qu an tro ng D