INTRODUCTION
Background of the research
In today's globalized world, English has become an essential international language, significantly impacting modern life In Vietnam, English is officially taught in schools, requiring students to possess motivation and effort to learn effectively Research indicates that motivated students are more likely to grasp lessons, retain information, and navigate challenges in their learning journey (Dornyei, 1994) However, the quality of English language teaching in specialized schools in Vietnam remains low, failing to meet the country's socio-economic development needs (Hoang et al., 2006) This is evident in students' limited vocabulary, poor grammar, incorrect pronunciation, and inadequate listening and speaking skills Teachers often strive to motivate slower learners and create engaging environments to enhance students' enthusiasm for learning Understanding students' goals and motivations is crucial for developing effective teaching methods to boost their proficiency Studies by Brown (2007) highlight the link between language proficiency and student motivation, emphasizing the importance of various classroom activities in fostering a communicative language learning environment.
The study focuses on the significance of Communicative Language Teaching (CLT) in enhancing students' communicative competence through engaging classroom activities It highlights the essential connection between motivation and meaningful interactions in English learning, urging teachers to implement effective activities that foster student participation Recognizing the limited research on motivation and its impact on language acquisition, the study is conducted at Quoc Hoc High School in Thua Thien Hue Province It emphasizes the crucial role of teachers' perceptions in shaping educational practices, as they significantly influence teaching methodologies and decision-making By investigating EFL teachers' perceptions and their use of motivational classroom activities, the research aims to identify challenges and propose solutions that benefit both teachers and students Ultimately, the study aspires to enhance foreign language teaching by equipping EFL teachers with strategies to motivate students in diverse educational contexts.
Aims of the research
This research explores teachers' perceptions and practices regarding classroom activities designed to motivate students in learning English, highlighting the crucial role these activities play in the teaching and learning process.
This research aims to identify the activities utilized by EFL teachers and the challenges encountered by both teachers and students during the implementation of these activities in the classroom.
This study investigates the discrepancies between teachers' perceptions and their actual classroom practices It also proposes solutions to minimize these challenges and align teaching methods with effective learning outcomes.
Scope of the research
This study explores teachers' perceptions and practices regarding classroom activities aimed at motivating students to learn English in specialized Math classes It identifies challenges faced during the implementation of these activities in the teaching-learning process and proposes solutions to alleviate these difficulties for both teachers and students Due to its limited scope, the findings will be applicable only to certain specialized Math classes, with participants drawn from two specific groups.
- The first group comprises 10 English Language teachers at Quoc Hoc High School
- The second group consists of 90 students, who are in 3 specialized Math classes: 10 th grade, 11 th grade and 12 th grade (30 students/1class).
Research questions
The aims of this study which are mentioned in the introduction will be investigated through the following research questions:
1 What are the EFL teachers’ perceptions of classroom activities used to motivate students to learn English in some specialized Math classes at Quoc Hoc High School?
2 What are the classroom activities employed by the EFL teachers to motivate students to learn English in these classes?
3 Are there any mismatches between teachers’ perceptions and practice of the classroom activities to motivate students to learn English? Why?
Organization of the research
This research consists of five Chapters:
This chapter introduces general information of the research such as the background, the aim, the scope, the research questions and the organization of the study
This article offers definitions of essential terms and relevant reading materials pertaining to the study, followed by critical insights into EFL teachers' perceptions and practices regarding classroom activities designed to motivate students in specialized Math classes at Quoc Hoc High School.
This chapter presents the research design, participants, data collection, data analysis, and methodology It reports findings from questionnaires, class observations, and interviews with teachers and students in specialized Math classes at Quoc Hoc High School The analyzed data aims to address the research questions.
This chapter will discuss and analyze the collected data and give the answers to the research questions
It summarizes and presents some discussions, the conclusion, the implications and limitations of the study as well as suggestions for the further researches.
LITERATURE REVIEW
Definition of key terms
2.1.1 Communicative Language Teaching (CLT) and the role of CLT
Communicative Language Teaching (CLT), as defined by Harmer (2007), is an approach to teaching second and foreign languages that prioritizes interaction as both a means and an end in the language learning process Known as the “communicative approach,” CLT utilizes real-life situations to foster communication, with teachers creating scenarios that students may encounter outside the classroom Unlike the audio-lingual method, which focuses on repetition and drills, CLT introduces an element of unpredictability in class exercises, encouraging students to respond and engage dynamically This approach enhances students' motivation to learn by enabling them to communicate about relevant and meaningful topics.
Communicative Language Teaching (CLT) prioritizes enabling students to utilize the target language across diverse contexts while emphasizing the understanding of language functions Its main objective is to assist learners in constructing meaning, rather than solely concentrating on achieving perfect grammatical accuracy or native-like pronunciation.
Successful foreign language learning is evaluated based on the development of communicative competence, which refers to the ability to effectively use both formal and sociolinguistic knowledge of a language to communicate proficiently.
In the realm of education, Brown (2007) posits that activities serve as a means of achieving specific objectives, with distinct types of activities defined by their respective goals Similarly, Larsen-Freeman (2000) describes activities as systems of human engagement aimed at attaining desired outcomes In language classrooms, such activities provide teachers with structured engagement opportunities that enhance student motivation and enjoyment According to Kaplan (2006), these activities should align with a coherent teaching theory, support class objectives, and be integrated into lesson plans They facilitate active student participation, problem-solving, and skill enhancement, while also fostering a fun and comfortable classroom environment Ultimately, classroom activities play a crucial role in assessing students' knowledge levels and reinforcing their learning, enabling teachers to guide students toward successful language acquisition.
2.1.3 Types of classroom activities in English teaching
There are many different kinds of activities that work well in classroom Some main types of classroom activities used in Communicative Language Teaching include the following:
Brainstorming is a creative process aimed at addressing a specific issue by generating, re-examining, and refining ideas until a solution is found (Richards, 1990) It is defined as an activity that produces a multitude of ideas to solve a problem (Osborne, 1963) This technique thrives in an open environment where participants can freely share their thoughts without inhibition or strict rules.
Brainstorming, whether conducted individually or in groups, is an effective and enjoyable activity that enhances language learning This engaging method not only aids students in becoming better learners but also adds an element of fun to the classroom experience, making it a valuable practice to implement in language classes.
One useful activity to encourage language acquisition is using games Byrne
Games, as defined by (1995), are structured forms of play governed by rules that should be enjoyable and fun, serving not only as a break from routine but also as a means for students to engage with language Similarly, Jill Hadfield (1990) describes games as activities with rules, a goal, and an element of fun, emphasizing their role in fostering learning in a playful environment Competition within games is crucial, as it motivates students to participate and strive to outperform their peers Through gameplay, students can relax, socialize, and learn simultaneously Therefore, it is advisable for teachers to incorporate games into their lessons to enhance students' language proficiency and encourage innovative teaching methods.
Role-play is a highly effective activity for English learning, as noted by Crookall and Oxford (1990a) It is simple, flexible, and encourages creativity while allowing students to develop new language and social skills in a supportive environment This method fosters effective interpersonal relations and social transactions (Jones, 1982), requiring students to engage with others and utilize social skills Ladousse (1987) emphasizes that role-play places students in scenarios that necessitate the use of language for social interactions, thereby enhancing their social skills This approach is particularly beneficial for shy students, as it allows them to assume various roles without the pressure of their own personalities being at stake Overall, role-play is vital for improving fluency, promoting classroom interaction, and increasing motivation among learners.
Discussion is an essential interactive activity in speaking lessons, where students engage with a topic introduced through reading or listening passages They are encouraged to discuss related subjects to develop solutions or responses Celce-Murcia (2001) emphasizes the importance of assigning specific responsibilities to each group member, such as timekeeping, note-taking, or reporting results Joseph (2006) also supports this approach, highlighting its effectiveness in fostering meaningful classroom discussions.
Engaging in discussions enhances students' research abilities, critical thinking, and public speaking skills According to Barkley et al (2005), discussions offer three key benefits: they boost students' motivation to practice spoken language, foster critical thinking, and improve speaking proficiency Additionally, discussions cultivate tolerance and appreciation for diverse perspectives among peers This activity is particularly effective in teaching speaking, as it provides students with ample opportunities to practice English, ultimately leading to improved fluency in communication.
According to Davies and Pearse (2000), individual work empowers students to engage in tasks independently, allowing them to progress at their own pace and according to their preferred learning style This approach facilitates personalized assessment and enables adjustments in detail level The primary advantages of individual work include enhanced speed and clarity, as decisions can be made and executed swiftly without the need for discussion Consequently, students are encouraged to create their own activities, reinforcing and practicing the teaching content effectively.
2.1.3.6 Pair work and group work
Pair work and group work are effective methods for organizing English language classes, as highlighted by Doff (1989) Teachers must select appropriate communicative activities that focus on either fluency or accuracy, facilitating student collaboration Activities like role-play and games are crucial, allowing students to share their opinions within their pairs or groups Following these activities, groups present their conclusions to the class, often sparking engaging discussions This approach not only makes speaking lessons enjoyable but also fosters leadership skills and teamwork among students Each team member is accountable for their own learning as well as for supporting their peers, ensuring that all members grasp the material and complete tasks Overall, pair and group work significantly enhance student motivation and learning outcomes in language education.
Conducting interviews is an effective way to promote English speaking skills among students An interview involves a dialogue where the interviewer poses questions to obtain information from the interviewee Kvale (1983) defines it as a means to collect descriptions of the interviewee's life experiences, focusing on the interpretation of these experiences This interactive activity fosters communication between teachers and students, as well as among students themselves, and should be regularly practiced in the classroom, as highlighted by James H McMillan and Sally Schumacher.
Interview activities, as noted in 1993, offer flexibility and adaptability for addressing various problems and engaging with diverse individuals This method allows for probing, follow-up, and clarification to obtain precise responses Key benefits include motivating students to tackle issues, offering new perspectives for exploration and understanding, and fostering essential skills such as speaking, leadership, collaboration, and research.
Perception is the process of recognizing and understanding events, objects, and stimuli through the senses, as defined in the Dictionary of Psychology (Barcelos, 2000) Kendra Van Wogner (2007) emphasizes that perception encompasses our sensory experiences of the environment, involving both the recognition of stimuli and our responses to them In this study, perception specifically pertains to teachers' views on classroom activities designed to motivate students in learning English.
Attitude and aptitude in relation to motivation
Research in language learning highlights the interconnectedness of motivation, attitude, and aptitude as key factors influencing success (Dornyei, 1994) Motivation and attitude have gained increasing attention in the 21st century, indicating their growing importance in language research While aptitude has traditionally been seen as a reason for varying language learning abilities, recent studies suggest that motivation, when combined with aptitude, is a stronger predictor of success in acquiring a second language (Oxford, 1995) Brown (2007) further emphasized that an individual's general learning mechanisms play a crucial role in foreign language learning, proposing that language learning aptitude is modular, affecting how information is perceived, analyzed, stored, and retrieved.
In the next section, the researcher will mention the issue related to how Vietnamese teachers teach English at specialized schools.
Vietnamese teachers of English at specialized schools
The quality of foreign language teaching and learning in specialized schools in Vietnam remains inadequate, failing to align with the country's socio-economic development needs (Hoang et al., 2006) This deficiency is evident in students' limited vocabulary, poor grammar, incorrect pronunciation, and subpar listening and speaking skills Many teachers have received insufficient training, and opportunities for retraining are currently scarce Furthermore, teaching methods are outdated, predominantly relying on traditional approaches that emphasize grammar rules, rote memorization, and teacher-led instruction, which do not effectively bridge the gap between theory and practice and cater primarily to grammar-focused exams.
According to Hoang (2010), many English teachers are adopting innovative teaching methods and diverse activities to foster a fun and comfortable classroom environment, enhancing student learning These new approaches facilitate interaction among teachers and students, as well as between students themselves, leading to a more effective and engaging teaching and learning experience.
In the concluding section of this chapter, the researcher will explore the English learning experiences of Vietnamese high school students, with a specific focus on those enrolled in specialized Math classes at Quoc Hoc High School.
Vietnamese high school students of English in general and students in some
Vietnamese students often exhibit a passive attitude towards learning, influenced by family education and a cultural emphasis on obedience, which discourages participation in public discussions (Hoang et al., 2006) At Quoc Hoc High School, many students in specialized Math classes struggle with English, perceiving it as more challenging than their primary subjects, leading to a lack of motivation Research indicates that Asian students are typically reticent and reluctant to engage in class discussions, often waiting to be called upon to speak (Sandra, 2002) The English curriculum for grades 10 to 12 consists of only 16 lessons per year, covering various life themes but failing to adequately address all four language skills due to time constraints Brown (2007) notes that students with limited sound-symbol and grammatical skills face challenges in learning English, particularly in listening and speaking Teachers often concentrate on grammar and vocabulary, neglecting listening and speaking skills, which results in unengaging and simplistic classroom activities To enhance student interest and motivation, educators should incorporate diverse and interactive activities, as increased motivation can facilitate better retention and understanding of the material (Davies & Pearse, 2000).
Motivation is an internal state that energizes, guides, and sustains behavior towards specific goals It examines how and why individuals begin actions, their level of engagement, persistence in achieving these goals, and their thoughts and feelings during the process Additionally, motivation is influenced by personal and environmental factors, incorporating both intrinsic and extrinsic sources, as well as integrative and instrumental motivations.
Summary
This chapter defines key terms related to the study and highlights the realities of the English teaching-learning process at High Schools in Vietnam, particularly in specialized institutions The upcoming chapters will explore teachers' perceptions of classroom activities designed to enhance motivation and propose solutions to minimize challenges These topics represent new areas of inquiry not previously addressed in existing research Chapter three will outline the research methodology, including participants, research approach, instruments, data analysis, and data collection procedures.
METHODOLOGY
Research Approach
This study seeks to find the answers to the following research questions:
1 What are the EFL teachers’ perceptions of classroom activities used to motivate students to learn English at some specialized Math classes at Quoc Hoc High School?
2 What are the classroom activities employed by the EFL teachers to motivate students to learn English in these classes?
3 Are there any mismatches between teachers’ perceptions and practice of the classroom activities to motivate students to learn English? Why?
The study utilized both quantitative and qualitative methods to gather data, with a primary focus on the quantitative approach to address the research questions Key data collection methods included interviews with teachers and questionnaires distributed to both teachers and students.
Data Collection Methods
The participants of the study consist of two groups:
A group of 10 English language teachers at Quoc Hoc High School, aged between 25 and 50, possess 5 to 25 years of experience in teaching English as a foreign language These educators have actively engaged with students in specialized Math classes, fostering an interactive learning environment that enhances the overall teaching experience.
The second group of the study comprises 90 students aged 16 to 18, enrolled in three specialized Math classes for 10th, 11th, and 12th grades, with 30 students in each class These students were selected to complete questionnaires due to their low English proficiency and lack of motivation in English learning, which prompted the researcher to include them in the research.
This research focuses on the classroom environment as the primary setting for investigation Data will be collected through various methods, including questionnaires, interviews, and class observations.
Questionnaires offer significant advantages for data collection, being practical, economical, and easy to complete and analyze They enable researchers to gather self-reported information on learners' beliefs, motivations, and reactions to classroom activities (Moore, 2007) According to Brown (2007), questionnaires are an efficient method for quickly obtaining specific information at a low cost, making them suitable for studies with large participant groups This method also helps alleviate learners' fears and embarrassment that may arise from direct interactions However, there are notable disadvantages, including concerns about validity and the accuracy of respondents' answers, as individuals may interpret questions differently and provide subjective responses.
The questionnaires are designed to explore teachers' views on classroom activities for teaching English, focusing on how these activities can motivate students learning English as a foreign language Additionally, they assess students' interest in these activities and the challenges they face during the English learning process.
The survey conducted among English teachers seeks to understand their perceptions of classroom activities designed to motivate students in learning English It focuses on the types and frequency of teaching activities utilized in the classroom, the challenges teachers face in implementing these activities, and their suggestions for overcoming these difficulties in the teaching process.
A total of 100 questionnaires were distributed to 100 participants, comprising 10 teachers and 90 students The questionnaires were written in Vietnamese to ensure participants could express themselves freely and fully comprehend the statements and questions presented.
Interviews are a powerful tool for researchers to collect unique data, particularly insights into learners' self-reported perceptions and attitudes As noted by Richards (2001), the flexibility of interview activities allows them to be tailored to various problems and respondent types, enabling researchers to probe, clarify, and elaborate on responses for greater accuracy Additionally, researchers can observe nonverbal cues from respondents, providing deeper insight into their true feelings and reactions, while also having the opportunity to engage and motivate them during the process.
Interviews have notable disadvantages, primarily their potential for subjectivity, as highlighted by Richards (2001) Interfering with interviewees' responses or providing cues can inadvertently influence the data collected To mitigate this, researchers should focus on listening attentively until the interviewee completes their thoughts Additionally, interviews can be time-consuming and are not practical for large sample sizes Training effective interviewers to reduce bias involves significant costs, prompting researchers to engage in self-training and thorough preparation prior to conducting interviews.
Informal interviews were conducted with 10 English teachers to validate the questionnaire responses The researcher developed a list of questions in Vietnamese and scheduled convenient times for each interviewee With the consent of all participants, the interviews were recorded using the researcher’s cell phone.
The observation method is a valuable research technique that involves the researcher directly seeing and hearing events, allowing for accurate data collection without depending on self-reported responses from subjects (Richards, 2001) Additionally, this method serves as an effective tool to verify the consistency of information gathered from questionnaires and interviews with that obtained through classroom observations.
Observation enables researchers to gather firsthand insights into the behavior of individuals and groups, facilitating a deeper understanding of the context and the identification of unexpected outcomes This method is inherently flexible and does not require strict adherence to the study's specific issues.
While the process is time-consuming and demands highly skilled observers, the investigator has limited control over the situation, which can lead to data distortion due to selective perceptions To address these challenges, the researcher developed an observation sheet aimed at minimizing the identified limitations.
The researcher conducted a class observation to analyze teaching methods and student attitudes in real classroom settings Observations were made in three specialized Math classes across 10th, 11th, and 12th grades, covering four periods for each class over two weeks Detailed notes on various activities were recorded using a prepared observation sheet (refer to Appendix D).
Data Analysis
The researcher employed a quantitative approach to analyze data collected from student questionnaires, which were coded and summarized in tables for percentage-based analysis In addition, qualitative insights were gathered from teacher interviews to enrich understanding of their perceptions regarding classroom activities aimed at motivating students in English learning within specialized Math classes at Quoc Hoc High School Observations from classroom activities further contributed qualitative data, complementing the quantitative results presented in the tables and figures.
Procedure
The researcher initially distributed pilot questionnaires to teachers and students in Vietnam for completion After reviewing the responses, they identified and modified unsuitable items and added any missing information Following these adjustments, the revised questionnaires were re-administered to 10 EFL teachers and 90 students to gather data for analysis.
In the initial phase of the research, the investigator conducted interviews with 10 teachers at Quoc Hoc High School to explore the current state of English learning and gather their insights on potential strategies to enhance student motivation in English language acquisition.
The researcher conducted a class observation to assess the teaching methods employed by the teacher and to observe students' attitudes and behaviors in a real classroom setting This observation was flexible and did not require strict structuring around the study's specific issues.
Summary
In conclusion, this chapter presented the research methodology employed to collect data and the procedure of the data collection The next chapter will deal with the findings and discussions.
FINDINGS AND DISCUSSION
The results of the survey
Chapter Three outlines the research methodology and presents statistical findings regarding EFL teachers' perceptions and practices of classroom activities aimed at motivating students to learn English in specialized Math classes at Quoc Hoc High School.
This section presents data collected from questionnaires and interviews to address the first research question: “What are the perceptions of EFL teachers regarding activities that motivate students to learn English in specialized Math classes at Quoc Hoc High School?”
4.1.1 The necessity of using classroom activities to motivate students to learn English at some specialized Math classes at Quoc Hoc High School
Question No 1 in Appendices A and B addresses the evaluations of teachers and students regarding the effectiveness of classroom activities in motivating students to learn English within specialized Math classes at Quoc Hoc High School The findings from the questionnaires on this topic will be illustrated in Figure 4.1.
Figure 4.1: Evaluation of using classroom activities for teaching English to motivate students in learning process in some specialized Math classes at Quoc Hoc High School
The result of the data analysis in Figure 4.1 showed teachers and students held a high percentage on the necessity of using classroom activities for teaching
Motivating students in the learning process is deemed "very necessary" by 90% of teachers and 70% of students Additionally, 10% of teachers and 20% of students consider it "necessary." Only a small fraction, 10% of students, did not respond affirmatively to the importance of motivation in education.
Both teachers and students expressed positive perceptions regarding the use of activities to motivate English learning, indicating that students exhibited high motivation in this subject The results showed a favorable response, suggesting that both groups recognized the importance of activities in the teaching and learning process The next section will explore teachers' views on classroom activities designed to enhance student motivation in learning English.
4.1.2 The teachers’ perceptions of classroom activities to motivate students to learn English
Question No 2 in Appendix A focuses on teachers' perceptions regarding the use of activities to enhance student motivation in learning English within specialized Math classes The researcher conducted a data analysis and illustrated the findings in Figure 4.2.
Figure 4.2: Teachers’ perceptions of activities to motivate students to learn English
Figure 4.2 reveals that a significant majority of teachers recognize the positive impact of classroom activities on motivating students in the English learning process Specifically, 60% of teachers rated this aspect as "very important," while 30% deemed it "important." Only 10% of respondents expressed a "neutral" stance, and there were no dissenting opinions.
Teachers have positive perceptions of using activities to motivate students in learning English, as highlighted by Barcelos (2000), who emphasized that teachers' perceptions significantly influence classroom practices This understanding underscores the importance of teachers' attitudes in fostering effective learning environments The data in Figure 4.2 suggests that teachers value the role of activities in their English instruction The study will next address the second research question regarding the classroom activities employed by EFL teachers to engage students in English learning To explore this, the researcher has categorized relevant questions from Appendix A (questions No 3 to No 5) concerning classroom activities used in specialized Math classes, which will be detailed in the subsequent sections.
The classroom activities employed by the EFL teachers to motivate students
After conducting the collection and analysis of the data, the researcher explored some positive activities that teachers used to motivate students to learn English
4.2.1 Some activities motivating students to learn English language
Teachers employ a variety of classroom activities to motivate students in learning English However, the approach differs in specialized Math classes compared to dedicated English classes In these Math classes, teachers selectively use key activities to enhance students' English learning experience One teacher expressed her views on the importance of targeted activities in motivating students to learn English effectively.
In my English teaching process, I guide my students in problem-solving while encouraging them to work independently on the assigned topics This approach fosters their creative thinking, making these activities highly beneficial for both my students and me in the learning experience.
The teachers' responses in the questionnaires (refer to Appendix A, questions No 3 to No 5) indicated various activities they employed to enhance their students' motivation in learning English, which will be detailed in Figure 4.3.
Figure 4.3: Some activities to motivate students to learn English
According to the data presented in Figure 4.3, only 8% of teachers believe that discussion is a suitable activity for learning English However, teachers recognize that discussions can significantly enhance student motivation and engagement in communicative contexts As noted by Jones (2006), discussions are instrumental in fostering research abilities, critical thinking skills, and public speaking proficiency.
Interview 7% their teachers or classmates This is one of the good advantages for students to acquire the lesson in a practical and proficient way
Brainstorming was utilized by 13% of teachers, as illustrated in Figure 4.3, to enhance student engagement with specific topics aligned with their interests and levels This activity encouraged students to share their knowledge and debate differing opinions with classmates Consequently, brainstorming proves to be a valuable and creative strategy for teachers in language classes, fostering improved learning outcomes for students (Richards, 2000).
Fifteen percent of teachers recognized the significance of role-play as a vital educational activity In classroom observations, small groups of students engaged in role-play scenarios while their peers observed This method allowed students to effectively use vocabulary relevant to various situations, enhancing their learning through observation The researcher aligns with Crookall and Oxford (1990a), affirming that role-play is crucial for developing fluency, fostering classroom interaction, and boosting student motivation.
The findings indicate that games are the most frequently utilized activity by teachers in their instruction Thirty-five percent of educators believe that games not only facilitate language use among students but also enhance their skills while providing an enjoyable learning experience, as highlighted by an interviewed teacher.
Incorporating games into the classroom is a time-efficient activity that fosters an engaging environment This approach enhances interaction between teachers and students, ultimately motivating learners to improve their educational outcomes.
In the observed classes, the researcher noted that many teachers created engaging games to capture their students' attention and enhance their learning experience According to Hadfield (1990), games are defined as "an activity with rules, a goal and an element of fun." The primary aim of incorporating games into the classroom is to facilitate better learning while making the process enjoyable This is why EFL teachers frequently utilize games in their lessons to motivate students to improve their English skills.
To enhance self-study opportunities in the classroom, teachers implemented individual work activities, which, according to Davies and Pearse (2000), empower each student to engage in tasks independently This approach fosters self-confidence and independence, allowing students to embrace mistakes as part of the learning process By challenging students to create their own activities, the teaching content is practiced and reinforced, leading to improved retention and understanding.
Cooperative activities, such as pair and group work, play a crucial role in language learning According to data presented in Figure 4.3, 12% of teachers believe that students with varying English proficiency levels benefit from diverse activities aimed at enhancing their language skills This approach fosters leadership qualities and teamwork among students, as each team member is not only responsible for their own learning but also for assisting their peers until everyone comprehends the material and completes the task (Doff, 1988) Consequently, pair and group work are extensively implemented in language classes to encourage effective learning.
Teachers can enhance vocabulary and grammar skills through interviews, which allow students to collect information and develop content for stories while engaging in the learning process Kvale (1983) emphasizes the educational value of this approach.
The advantages of this activity encompass enhancing motivation to tackle problems, offering a fresh perspective for students to explore and comprehend issues, and fostering essential skills like speaking, leadership, collaboration, and research However, interviews are infrequently utilized by teachers in English instruction.
English This percentage showed that the interview was a difficult activity for teachers to apply in their teaching
Classroom activities are diverse and play a crucial role in enhancing students' English learning By implementing appropriate activities, teachers can significantly benefit both themselves and their students.
4.2.2 The reality of teaching and learning English at some specialized Math classes at Quoc Hoc High School
This section highlights five key aspects of the teaching and learning of English in the classroom, informed by the results of questionnaires administered to both teachers and students (refer to Appendices A and B, specifically questions No 6 to No 8).
4.2.2.1 Students’ feeling when teachers use activities in teaching English
Some mismatches between teachers‟ perceptions and practice of classroom
4.3 Some mismatches between teachers’ perceptions and practice of classroom activities to motivate students to learn English
Interviews and questionnaire results revealed discrepancies between teachers' perceptions and their actual practices Table 4.6 outlines the reasons for these mismatches in motivating students to learn English, based on responses to questions No 10 and No 11 in Appendix A.
Lack of time to apply the classroom activities 3 30%
Lack of interaction between teachers-students, students-students 2 20%
Lack of creativeness in the teaching process 1 10%
Table 4.6: Some reasons why there are mismatches between teachers’ perceptions and practice of activities to motivate students to learn English
According to Table 4.6, 30% of teachers indicated that a lack of time led to a disconnect between their perceptions and actual practices in the teaching process, hindering students' opportunities to learn and practice English skills effectively Additionally, 20% of teachers felt that insufficient interaction between teachers and students, as well as among students themselves, contributed to the misalignment between their perceptions and teaching activities.
Creating interaction between students and teachers is challenging due to students' lack of confidence and fear of making mistakes while speaking English This apprehension limits the variety of activities I can implement in class, hindering the learning experience.
Teachers often lacked creativity in their teaching methods, with 10% of activities being simple and unengaging for students learning English This resulted in challenges for students in listening, speaking, communication, and pronunciation To enhance student interest, teachers should incorporate a variety of engaging activities in the classroom Increased awareness of diverse practices can foster students' desire, effort, and motivation As Brophy (2010) stated, motivation is essential for initiating and sustaining learning When motivated, students find it easier to grasp and retain lessons, thereby overcoming learning obstacles Additionally, 20% of teachers acknowledged that students' English proficiency levels and class sizes contributed to the disconnect between their perceptions and the effectiveness of motivational activities.
Students in my English classes have varying proficiency levels, which poses a significant challenge for effectively conducting classroom activities Additionally, the large class sizes exacerbate this issue, as I struggle to provide adequate time for each student to engage in practice activities within a crowded environment.
In conclusion, discrepancies exist between teachers' perceptions and their actual practices in motivating students to become proficient English learners It is crucial for educators to recognize the significance of classroom activities and implement them consistently to enhance students' English learning Therefore, the researcher aimed to explore solutions to address these challenges and align teachers' perceptions with effective practices in motivating students to learn English.
Solutions to partly reduce or eliminate the difficulties and mismatches
Based on the results from question No 11 in Appendix A and question No 9 in Appendix B, Table 4.7 presents strategies to address and reduce the discrepancies between teachers' perceptions and their actual practices in motivating students to become proficient English learners.
Creating the interaction between teacher-student, student-student 13 14.4% 1 10%
Building the joyful and comfortable atmosphere in class 18 20% 3 30%
Encouraging students to participate actively 10 11.1% 1 10%
Practicing and mastering the classroom activities for teaching and learning English
The students should be put in classes of the same level 18 20% 1 10%
Table 4.7: Ways to reduce or eliminate the difficulties and mismatches between teachers’ perceptions and practice of activities to motivate students to learn English
Table 4.7 presents the perspectives of both teachers and students regarding strategies to address the challenges and discrepancies between teachers' perceptions and their actual practices in motivating students to learn English Notably, 10% of teachers and 11.1% of students expressed similar views on the importance of encouraging active student participation An interviewed teacher contributed additional insights on this topic.
Encouraging students' efforts in the learning process boosts their confidence and engagement in learning English This increased motivation leads to greater participation in classroom activities, ultimately enhancing their English proficiency over time.
The design of diverse activities was endorsed by 20% of teachers and 16.7% of students, highlighting its importance in enhancing English teaching and learning Additionally, 10% of teachers and 14.4% of students recognized the value of fostering interactions between teachers and students, as well as among students themselves Creating a joyful and comfortable classroom atmosphere received strong support from 30% of teachers and 20% of students While 10% of teachers believed that mastering classroom activities was effective, only 7.8% of students shared this view Conversely, 20% of students fully agreed with placing them in classes based on their English proficiency levels, which they felt would create a more suitable learning environment These insights underscore the critical role of classroom activities in the educational process, suggesting that teachers can bridge gaps between their perceptions and practices to better motivate students in learning English.
To enhance data collection for the study, the researcher conducted class observations to explore the classroom activities employed by teachers and their perceptions of these activities in English instruction within specialized Math classes at Quoc Hoc High School Observations were carried out in three classes—10th, 11th, and 12th grades—over a span of two weeks, with four sessions per class, each lasting forty-five minutes and involving approximately 50 students The findings revealed that despite the use of identical activities across the three classes, students exhibited a range of attitudes, both positive and negative, toward these activities.
Class Students’ positive attitude Students’ negative attitude
10 th grade 20% took part in activities 80% sit silently, said nothing, seemed nervous and worried about the tasks
11 th grade 70% felt active and excited, participated most of activities
30% seemed passive, did not focus on the lesson
12 th grade 60% seemed really interested and enthusiastic with the tasks
40% sit silently or talked to each other
Table 4.8: Students’ attitude to the teachers’ activities
Class observations revealed that while teachers employed various activities such as discussions, role-plays, and games in teaching English, student participation in 10th grade was notably low, with only about 20% actively engaging Most students remained silent, often conversing in Vietnamese and appearing disengaged In contrast, 11th and 12th graders demonstrated greater enthusiasm and participation, with 60%-70% contributing to discussions The teacher's active involvement, including moving around the classroom and providing support, significantly impacted student engagement Effective classroom activities that resonate with students' experiences and language abilities can foster enthusiasm for learning (Brown, 2007) Teachers should enhance their understanding of these activities to help students navigate learning challenges Motivation and attitude are closely linked factors in language learning (Gardner, 1985), and as Jeremy Harmer (2005) suggested, fostering a positive perspective on motivation can lead to more effective learning strategies.
Summary
The research findings, derived from questionnaires, interviews, and classroom observations, have been systematically presented through tables and figures to address the research questions While the questions were answered clearly, the study acknowledges certain limitations, particularly regarding teachers' perceptions and practices in motivating students to learn English It highlights challenges faced by both teachers and students in implementing these activities, along with potential strategies to bridge the gap between perceptions and actual practices The careful collection and analysis of data aimed to enhance the credibility of the results, which align closely with previous studies on the topic.
In the next chapter, the researcher will give the conclusion and implications
A brief summary of main points in the study is presented The contribution, limitations of the study and suggestions for further researches are also taken into account.