INTRODUCTION
Rationale of the Study
The rapid advancement of science and technology during the 1950s and 1960s, coupled with the growth of numerous countries, has established English as a global language for both scientific communication and everyday interactions This trend has sparked a significant interest in learning English, making English education a major focus in Vietnam.
Vietnam is increasingly integrating into the international labor market, particularly through its participation in the ASEAN Economic Community (AEC), attracting more foreign investment and creating numerous job opportunities for graduates, especially in engineering To succeed, engineering students must not only possess specialized knowledge but also excel in English, demonstrating proficiency in vocabulary, grammar, and the four essential language skills, with a strong emphasis on speaking Mastering English speaking is crucial for students aiming to communicate effectively in a global context and secure employment with foreign companies.
Many economic experts highlight that inadequate foreign language skills pose a significant barrier to deeper integration into the global economy (Luong, 2006) Mr Tran Thanh Liem, General Director of Ho Chi Minh City Power Corporation, notes that while engineering students possess strong knowledge, they struggle to communicate effectively in English at international conferences This concern is echoed by numerous English teachers and employers alike Ultimately, motivation emerges as a crucial factor influencing the success of learners in language acquisition, particularly in developing speaking skills.
Motivation is a key psychological trait that drives individuals to engage in positive behaviors aimed at achieving their goals It acts as an internal force that influences human behavior, as defined by Woolfolk (2001, p 366).
Motivation is defined as an internal state that energizes, directs, and sustains behavior, influenced by individual needs that foster positive attitudes toward goals Harmer (2001) emphasizes that motivation acts as an internal drive compelling individuals to pursue their objectives When learners have attractive and significant goals, they actively seek effective ways to achieve them For foreign language learners, intrinsic or extrinsic satisfaction of their needs enhances their motivation to learn As Mayer (2003) notes, motivated students engage more deeply with the material, leading to improved understanding and better application of knowledge in new contexts.
According to Mayer (2003, p.459, as cited in Liu, 2010), adequate motivation encourages students to actively engage in speaking activities, enhancing their language skills and fostering a greater enthusiasm for practice.
Many engineering students at the College of Urban Works Construction (CUWC) struggle with motivation and exhibit negative attitudes towards learning English speaking skills, resulting in low proficiency and a reluctance to practice Research indicates that motivation significantly influences language acquisition, with highly motivated learners achieving better results A study by Kim (2014) highlights that the use of English for instruction in EFL contexts positively affects Korean students' motivation and speaking performance, revealing a greater reliance on extrinsic motivation due to contextual factors Similarly, Souriyavongsa et al (2013) identify key issues affecting English performance at the National University of Laos, including the use of the Lao language by teachers, students' lack of background knowledge and confidence, an unsuitable curriculum, and insufficient opportunities for speaking practice.
Talking about students’ speaking performance problem in Le Thanh Hien high school, Vietnam, Nguyen & Tran (2015) show that students are afraid of losing face,
Students often struggle to express themselves effectively, leading to unnatural speech patterns due to limited grammar and vocabulary, frequently resorting to Vietnamese during conversations The study examined various factors influencing their speaking performance, including topical knowledge, listening skills, motivation, and the feedback received during activities.
Despite numerous studies on English language teaching in high schools and universities, there is a lack of focus on English speaking skills for engineering students, particularly in Thua Thien Hue province This gap highlights the need for effective teaching methods and motivation strategies to enhance the speaking abilities of first-year engineering students at CUWC Many students lack interest in speaking classes, often remaining passive and using Vietnamese during lessons, as they prioritize their engineering majors over English, which is viewed as a compulsory subject This focus on grammar rather than speaking leads to deficiencies in vocabulary, listening skills, and overall confidence, hindering their verbal communication in English Consequently, identifying the factors that influence students' motivation to speak English is crucial for improving their speaking skills at CUWC.
This research aims to explore the factors influencing first-year engineering students' motivation to practice English speaking skills at the College of Urban Works Construction By examining the motivations and challenges faced by these students, the study seeks to identify effective strategies to enhance their English speaking abilities.
Aims of the Study
This study investigated the motivation of engineering students at CUWC regarding their speaking skills and their perception of the importance of English speaking skills (ESSs) It focused on first-year non-English major students to identify key factors influencing their motivation to learn and practice English speaking Additionally, the research explored potential solutions to enhance motivation and provide opportunities for these students to practice English speaking in real-life situations at CUWC.
Research Questions
For the above mentioned purposes, my research is conducted with the aims to look for the answers to three following questions:
1 What is the first-year engineering students’ perception of the importance of practising English speaking skills?
2 What are the factors affecting the students’ motivation in practising speaking?
3 What are the suggested solutions to deal with those factors?
Scope of the Study
This study investigates the key factors influencing first-year engineering students' motivation to practice English speaking skills It specifically examines the direct impacts of teachers, students, classroom environments, peer interactions, parental attitudes, learning outcomes, and job opportunities Additionally, the research offers suggestions to enhance student motivation and provide valuable opportunities for English speaking practice at CUWC The study involved first-year engineering students and English teachers at CUWC, highlighting the importance of these factors in the learning process.
Significance of the study
Both teachers and students gain valuable insights from the findings, which address the factors influencing students’ motivation to practice English speaking skills This study aids first-year engineering students at CUWC in understanding the importance of learning English speaking and adopting suitable learning styles to enhance their speaking abilities Additionally, it emphasizes the significance of mastering the motivational factors that impact engineering students’ engagement in language learning.
Teachers can effectively overcome challenges in English classes by implementing strategies that address their students' needs By applying engaging teaching techniques, educators can enhance student involvement in speaking activities, ultimately fostering the development of their speaking abilities.
Organization of the Study
This research paper consists of 5 chapters as follows
Chapter 1: Introduction This chapter presented the rationale, the aims with the research questions, the significance and the scope of the study
Chapter 2: Literature Review Many key concepts and issues related to the research were mentioned in details in this chapter from the perception of previous researchers Besides, relevant studies of factors affecting students’ motivation in practising speaking skills were also included
Chapter 3: Methodology It demonstrated research site, participants and research approach mainly used in the study Specific instruments were also presented to collect and interpret the data in compatible with the research questions mentioned Then, the procedure of data collection and analysis were depicted
Chapter 4: Findings and discussions This chapter presented the results of the research After collecting and analysing the data, the findings were clarified by tables and charts; then they were discussed carefully to answer the research questions
Chapter 5: Conclusion and implication A brief summary of the study as well as its limitations and implications were provided in this chapter
LITERATURE REVIEW
Introduction
This chapter explores the significance of speaking skills in English for engineering students, emphasizing the Communicative Language Teaching (CLT) approach It highlights the role of motivation in foreign language acquisition and the various factors influencing it Additionally, it reviews previous studies that examine the factors impacting first-year engineering students' motivation to practice their English speaking skills.
Speaking Skills
Speaking is considered the most crucial of the four basic language skills, as individuals proficient in a language are identified as its speakers (Ur, 1996) Many researchers highlight that speaking is an interactive process that involves producing, receiving, and processing information (Brown, 1994) According to Chaney (1998), it entails building and sharing meaning through verbal and non-verbal symbols in various contexts Speaking is context-dependent and involves the ability to express oneself and convey ideas fluently Wilson (1983) emphasizes that speaking fosters the relationship between speaker and listener, dictating the application of linguistic, psychological, or physical rules in communication Ultimately, the primary goal of speaking is effective communication, requiring speakers to not only articulate their thoughts but also assess their impact on listeners As a productive skill, speaking is intrinsically linked to listening.
Bygate (1987) emphasizes that speaking is a crucial skill where learners are often evaluated, encompassing both grammatical and sociolinguistic competence As a form of oral communication, speaking enables individuals to effectively use language to express their thoughts and ideas.
Effective communication in language classes is essential, as it allows speakers to choose what, when, and how to express their thoughts clearly This skill requires diligent practice both inside and outside the classroom Speaking serves as a vital medium for instruction and interaction between teachers and students According to Bygate (1987), "Speaking is a skill which the speaker can use language to speak or to communicate with the listener in different situations," highlighting its interactive nature Ultimately, speaking involves forming coherent utterances and using language flexibly to achieve specific communicative goals.
2.2.2 The Importance of English Speaking Skills for Engineering Students
English serves as a vital communication tool in engineering education worldwide, facilitating knowledge acquisition, research dissemination, and professional opportunities From primary education to university, English plays a crucial role in personal and professional development Research by Shrestha et al (2015) highlights the necessity of English for engineering students, particularly in Nepal, for international communication, job searches, and scholarship applications for advanced studies abroad Similarly, Patil (2012) underscores the importance of oral communication skills, which are highly valued by employers and often prioritized over technical skills Ultimately, proficiency in writing and speaking is essential for achieving success in the job market.
A recent CareerBuilder survey reveals that 77% of leading employers prioritize the inclusion of soft skills alongside specialized skills in applicants' profiles While strong technical knowledge is essential, the emphasis on soft skills is increasingly recognized as a critical factor in the recruitment process.
Effective communication skills, especially oral communication, are essential for career advancement According to Polack-Wahl (2000), speaking skills are one of the most significant factors influencing a student's success or failure in their career.
English plays a crucial role for engineering students, as it enhances their communication skills necessary for the global job market With the rise of foreign companies, future engineers must possess strong English proficiency to meet employer demands Additionally, they frequently encounter English-language documents online and need to collaborate with diverse individuals worldwide Consequently, English is deemed an essential working language for aspiring engineers.
To create an enjoyable learning environment for speaking, English teachers adapt their methods to align with students' interests Emphasizing a learner-centered approach, Communicative Language Teaching is increasingly implemented in language classrooms.
In today's rapidly evolving technological landscape, the Communicative Language Teaching (CLT) approach has emerged as a modern and effective method embraced by numerous English educators, particularly for enhancing English speaking skills.
Communicative Language Teaching (CLT) is primarily defined by its focus on developing communicative competence, which is the ability to effectively use language for various purposes and in diverse contexts According to Savignon (2007), communicative competence involves the expression, interpretation, and negotiation of meaning in interactions between individuals from the same or different speech communities This emphasis on functional language proficiency makes CLT a favored approach among students, as noted by Richards (2006).
Communicative language teaching encompasses a framework of principles regarding the objectives of language education, the processes through which learners acquire a language, effective classroom activities that enhance learning, and the dynamic roles of both teachers and students in the educational environment.
In a Communicative Language Teaching (CLT) class, the focus is on learner-centered activities that promote student engagement and enhance communication skills, rather than an overemphasis on grammatical accuracy Effective methods such as group discussions, language jokes, storytelling, role-playing, and games are utilized to motivate students to actively use English in authentic contexts.
Many engineering students at CUWC face challenges in speaking English due to fear and lack of confidence It is essential for English teachers to encourage these students to overcome their anxieties and foster a supportive environment that motivates them to practice speaking.
Students’Motivation in Practising Speaking Skills
Motivation plays a crucial role in determining the success or failure of language learning, acting as a psychological trait that drives individuals toward achieving their goals Researchers have offered various definitions of motivation, with Woolfolk (2001, p 366) describing it as "an internal state that arouses, directs, and maintains behavior."
Motivation serves as a powerful driving force behind human behavior, originating from within the individual Dornyei (1994, as cited in Astuty et al., 2013) emphasizes that motivation is shaped by a person's thoughts, which transform information into beliefs that propel action When individuals recognize their strengths and weaknesses, they gain clarity on the steps needed to reach their goals Thus, motivation significantly influences both actions and the attainment of target objectives, as highlighted by Williams & Burden.
Motivation, from a cognitive perspective, involves understanding why individuals choose specific actions and the factors influencing those choices, as well as the effort they are willing to invest to achieve their goals (1997, p.119) The teacher's role is to assist learners in making informed decisions Additionally, Harmer (2001, p.51) defines motivation as an internal drive that compels individuals to pursue their objectives When personal goals are appealing and significant, individuals are more likely to strive towards achieving them.
Motivation is the driving force behind an individual's efforts to engage in tasks, particularly in learning a foreign language It represents the energy and intention necessary for activation and achievement For language learners, motivation is crucial as it shapes their goals and aspirations, enabling them to communicate effectively with others Ultimately, a strong sense of motivation enhances the learning experience and fosters successful language acquisition.
Motivation plays a crucial role in enhancing students' speaking abilities, as it drives them to actively engage in speaking activities and practice their skills According to Mayer (2003), motivated students exert greater effort to understand the material, leading to deeper learning and improved application of knowledge in new contexts Therefore, it is essential for teachers to foster motivation in students learning English speaking skills When students recognize the purpose behind their learning and receive encouragement, they are more likely to pursue their goals with determination Ultimately, motivation serves as an internal drive that compels individuals to take action toward achieving their objectives.
Dornyei (2001) identifies two types of motivation in foreign language learning: intrinsic and extrinsic Intrinsic motivation originates from within the individual, driven by a desire for personal satisfaction and pleasure in the learning process When learners are intrinsically motivated, they engage in their studies willingly, pursuing knowledge that they find valuable and meaningful.
Intrinsic motivation refers to the personal satisfaction derived from engaging in an activity or fulfilling inner needs This concept highlights students' internal desire to learn, which aligns with their learning goals, while emphasizing that they are not driven by the pursuit of external rewards.
Extrinsic motivation is driven by the desire for external rewards or the avoidance of negative consequences According to Harmer (2001), this type of motivation arises from external factors, such as the necessity to pass an exam or the expectation of financial gain.
Extrinsic motivation plays a crucial role in language learning, as it involves external factors that encourage students to engage in educational activities According to Arnold (2000), this motivation stems from the need to persuade learners, while Brown (2007) highlights that incentives like money, prizes, and positive feedback can significantly impact this motivation Ur (1996) adds that students often seek to please parents, pass exams, or gain peer approval, driving their extrinsic motivation Ultimately, students who set specific goals related to their desired outcomes become more aware of the behaviors needed to achieve these goals and adjust their actions accordingly, demonstrating that both extrinsic and intrinsic motivations are essential for successful language acquisition.
Motivation in foreign language learning is categorized into two primary types: integrative motivation and instrumental motivation This classification has been recognized by various researchers, including Harmer (1991), Ur (1996), Saville-Troike (2006), and Brown.
(2007) Two types of motivation could be grouped in the branch of the extrinsic motivation
In the prior studies, Gardner and Lambert (1972, cited in Ahmadi, 2011) indicated each of types of motivation as differential reasons for language learning
Integrative motivation involves a genuine interest in the people and culture associated with a target language, while instrumental motivation focuses on the practical benefits of language learning Learners driven by instrumental motivation seek to achieve specific goals, such as improving job prospects, gaining social prestige, accessing technical knowledge, or successfully completing academic courses.
Integrative motivation and instrumental motivation are two key types of language learning motivation identified by researchers like Gardner (1996) and Saville-Troike (2006) Integrative motivation involves the desire to learn a language to socialize and integrate into the culture of its speakers, enhancing language proficiency through social interactions within the new community Conversely, instrumental motivation focuses on learning a language to achieve specific goals, such as career advancement, improved status, business opportunities, or passing exams Understanding these motivations can significantly influence language learning strategies and outcomes.
According to Brown (2007), motivation can be categorized into two types: integrative and instrumental orientation Instrumental motivation is driven by goals such as academic or career advancement, while integrative motivation focuses on socializing and cultural integration Each orientation reflects varying degrees of motivation among learners.
Students have varying motivations for learning English, primarily categorized as integrative and instrumental While both types of motivation are essential for success in acquiring a second language, many learners tend to pursue English for instrumental reasons due to limited opportunities for interaction with native speakers in educational settings Instrumental motivation focuses on the practical benefits of language learning, such as achieving specific goals Research by Ahmadi (2011) indicates that Iranian EFL students exhibit a stronger inclination towards instrumental motivation compared to integrative motivation in their language studies.
Understanding the various types of motivation and the needs of students enables teachers to effectively engage them in English speaking activities, fostering greater confidence in using the language both inside and outside the classroom.
Factors Affecting Students’ Motivation in Practising English Speaking Skills
Several factors influence students' motivation in learning a foreign language and practicing essential speaking skills (ESSs) Dornyei (2001) identifies three key levels: language level, learner level, and learning situation level Additionally, Ur (1996) highlights the critical role of teachers and the significant impact that parents and peers can have on students' motivation.
The study examines the factors influencing engineering students' motivation to practice speaking English at CUWC, focusing on key elements such as students, teachers, classroom dynamics, and educational objectives.
2.4.1 Students Related Factors a Language Proficiency Level
Each student exhibits varying levels of language proficiency due to individual abilities and differing learning environments According to Alison (2016), defining these proficiency levels can be challenging, as different professions require distinct levels of foreign language skills.
A study by Wechsumangkalo & Prasertrattanadecho (2002) highlights the significant impact of English proficiency on learning motivation, revealing that individuals with higher English proficiency are generally more motivated than those with lower proficiency Furthermore, the progression through different levels of English proficiency is influenced by the unique characteristics of each learner.
In Vietnam, while some universities mandate English proficiency, this requirement is not uniformly enforced across all institutions, including the College of Urban Works Construction Consequently, many students at this college exhibit low levels of English proficiency, and their spoken skills are rarely assessed throughout their education.
Every learner has unique learning styles that shape how they perceive and interpret information, transforming it into personal knowledge These learning styles have been defined in various ways, each focusing on different aspects of the learning process.
Learning styles refer to an individual's preferred method of absorbing, processing, and retaining information, as defined by Reid (1995) These styles are generally consistent across different subjects and skills, indicating that they significantly influence a learner's success To achieve optimal results, it is essential for students to align their learning strategies with their unique learning styles, highlighting the importance of understanding these preferences in the educational process.
In relation to language learning styles, Willing (1994, cited in Wong & Nunan,
A large-scale study on learning styles identified four main types: communicative, analytical, concrete, and authority-oriented Communicative learners thrive on interaction, preferring to learn through conversations, listening to native speakers, and engaging with English media Analytical learners focus on grammar and independent study, often enjoying the challenge of solving problems and identifying their mistakes Concrete learners engage with the language through games, visuals, and pair work, favoring practical application outside the classroom In contrast, authority-oriented learners rely on structured teaching, preferring clear explanations, textbooks, and traditional note-taking methods to grasp English concepts.
Recognizing that learners have diverse learning styles is crucial for enhancing their educational outcomes Teachers must understand these varying styles to tailor their classroom instructions and activities accordingly By doing so, they can facilitate a learning environment that is easier, faster, more enjoyable, and ultimately more effective for all students.
Students' personalities significantly influence their oral English learning styles and outcomes During speaking practice, it's evident that some students actively engage in class discussions, while others remain hesitant, reflecting their personality traits Robbins (2015) categorizes personalities as extroverted or introverted, with extroverts being outgoing and sociable, while introverts tend to be quiet and reserved McDonough (1986) notes that extroverted language learners thrive in group settings and generate more language output compared to their introverted peers This highlights the impact of personality on language learning dynamics.
In 1994, it was concluded that shy and inhibited learners often experience anxiety regarding their oral communication skills, leading to a reluctance to engage in classroom discussions and everyday interactions.
Extroverted students are generally more engaged in speaking activities and selecting English speaking strategies compared to their introverted peers Therefore, English teachers should recognize the varying personality types among students and explore diverse methods to stimulate interest, encouraging introverted students to participate more actively and speak English independently in class.
Teachers significantly influence students' motivation to speak and learn English effectively, highlighting the importance of their role in the educational process (Ur, 1996) This section will focus on teacher-related factors, particularly the effectiveness of speaking teaching activities.
According to Pal (2015), an effective instructor uses speaking teaching strategies
Effective language teaching techniques, such as using minimal responses and recognizing conversational scripts, enhance students' communicative competence Minimal responses, which are predictable phrases indicating understanding or doubt, encourage learners to focus on their peers without pre-planning Additionally, by familiarizing students with various situational scripts, teachers help them anticipate conversations and formulate appropriate responses Providing strategies and phrases for clarification further fosters interaction, allowing students to practice essential speaking skills With the evolution of Communicative Language Teaching (CLT), educators now have a wider array of engaging activities to motivate students and enhance their speaking abilities.
(2006) suggests some speaking activities such as discussions, role-play, simulations, information gap, brainstorming, interviews, story completion, playing cards, describing pictures and finding the difference
Discussions in the classroom encourage students to share their ideas and collaborate on finding solutions within their groups Assigned a specific topic, students engage in discussions for a set time before presenting their perspectives to the class This activity not only promotes critical thinking and quick decision-making but also helps students learn to express themselves confidently.
Previous Studies Related to the Study
The issue on factors affecting students’ English speaking learning and motivation’s effects on learning and teaching speaking has been developed in the light of many studies
A study by Qashoa (2006) on English learners in secondary schools along the Eastern Coast of the UAE found that students exhibited higher instrumentality than integrativeness in their motivation to learn Key demotivating factors included challenges with vocabulary, grammar, spelling, as well as social and religious influences, alongside the impact of teachers Qashoa concluded that fostering a genuine need to achieve learning goals and enhancing motivation is crucial for educational success Similarly, Liu (2010) highlighted the significance of motivation in English speaking, demonstrating that students engaged in role-play activities showed greater interest in speaking English compared to those subjected to traditional oral tests Liu noted significant improvements in motivation when employing role-play methods for teaching English speaking skills.
Latha and Ramesh (2012) identified key factors influencing the speaking skills of Indian learners in second and foreign language acquisition They noted that learner-centered issues, such as inhibition, lack of motivation, inadequate vocabulary, confidence, and proper orientation, significantly hinder the development of speaking abilities.
Improper listening skills, poor non-verbal communication, and anxiety hinder learners from speaking English effectively Additionally, external factors like the dominance of stronger classmates, excessive use of the mother tongue, and socio-economic backgrounds further impede their learning A study by Ahmad et al (2013) investigated the challenges faced by secondary school students in Khyber Pakhtunkhwa, Pakistan, revealing that teachers in provincial government schools often lacked sufficient qualifications and knowledge of effective teaching methodologies Overcrowded classrooms and the absence of audio-visual aids significantly impacted students' learning experiences To address these challenges, the authors recommended the provision of audio-visual resources and prioritized training for English teachers, alongside improved salary policies for qualified educators.
Souriyavongsa et al (2013) identified key factors contributing to poor English performance among students at the National University of Laos Their research addressed the question, "Why are Lao students weak in English?" and revealed several major issues: the use of the Lao language by teachers, a lack of English background knowledge and confidence among students, an inappropriate curriculum, and insufficient opportunities for practicing spoken English To address these challenges, the study emphasized the importance of motivating students to build confidence in their English skills, encouraging practice with native speakers, and garnering support from parents Additionally, a recent study on factors affecting English speaking abilities among second-year English majors at Rajabhat universities in Bangkok further explores these issues.
In a 2015 study on English speaking skills, researchers utilized three primary instruments: questionnaires, interviews, and recordings The results indicated that most students demonstrated an average level of English speaking ability at 76.39%, while 15.52% exhibited excellent skills, and only 8.07% were categorized as having poor speaking abilities.
Factors influencing English students' speaking skills were ranked from high to low: English learning strategies, learning habits, and grade average It was noted that students who develop their own learning strategies and cultivate positive habits, such as engaging in conversations with others and enjoying the learning process, tend to speak English more effectively Additionally, students with higher grade averages typically demonstrate greater speaking proficiency.
In Vietnam, with the study on motivation in the development of ESSs among the second year tourism major students at Sao Do University, Hai Duong, Vietnam, Doan
In 2011, a study examined the motivations of second-year tourism major students in learning English speaking skills (ESSs) and the teaching methods employed by their instructors Utilizing questionnaires, interviews, and observations, the research involved English teachers and students at the Tourism and Foreign Language Faculty Findings revealed that students primarily exhibited integrative and instrumental motivation for learning English speaking Teachers employed various visual aids and engaging activities, such as group work, to enhance student participation However, demotivating factors included students' aptitude, limited vocabulary, class time constraints, overcrowded classes, and the use of Vietnamese To address these issues, Doan recommended that teachers annually update teaching materials with more engaging activities In a subsequent study in 2014, Tran investigated students' attitudes toward speaking skills at the University of Social Sciences and Humanities in Vietnam, involving 150 students across six classes Results indicated that students held positive attitudes toward learning speaking skills, recognizing the significance of ESSs and expressing interest in the subject.
Tran's study on the speaking performance of 203 students at Le Thanh Hien High School revealed significant challenges in their speaking abilities Key issues included fear of losing face, lack of motivation to articulate ideas, and unnatural speaking due to insufficient grammar and vocabulary A prevalent tendency to use Vietnamese while speaking was also noted Additionally, the research identified various factors influencing students' speaking performance, including topical knowledge, listening skills, motivation, confidence, and the feedback received during activities.
Gaps in the Literature
Despite numerous studies on teaching and learning English speaking skills globally, including in Vietnam, there is a notable lack of research specifically targeting non-English major students, particularly engineering students at a specific college Additionally, existing studies often concentrate on either learner-related or teacher-related factors impacting student motivation in learning English speaking skills (ESSs) The motivation of engineering students in practicing ESSs has received insufficient attention in the Vietnamese context Therefore, it is crucial to conduct research that focuses on the factors influencing engineering students' motivation in practicing ESSs.
Summary
This chapter highlights the significance of English speaking skills for engineering students, emphasizing the role of the Communicative Language Teaching (CLT) approach in their education It addresses the motivation factors influencing first-year engineering students in practicing English speaking skills (ESSs) and reviews relevant previous studies that contribute to this research.
METHODOLOGY
Introduction
This chapter mentioned the methodology and procedure of the research It was also included the research approach, participants, research site, instruments for data collection and data analysis.
Research Approach
This research employed a mixed-methods approach, combining both quantitative and qualitative methods, as recommended by Creswell (2003), to effectively address the research problem and answer key questions The quantitative component involved collecting numerical data through a Likert scale questionnaire, which facilitated statistical analysis of participants' responses This analysis provided valuable insights into the realities of teaching and learning speaking at the College, including students' motivation, factors influencing their motivation to practice speaking English, and their perceptions of speaking skills This approach was preferred for its ability to yield high reliability in the data collected through extensive surveying.
The qualitative approach was employed to uncover deeper insights into the research problem, as noted by Greenhalgh (2006) This method allowed the researcher to gain a profound understanding of the issue, facilitating the development of ideas or hypotheses for subsequent quantitative studies It served as a foundation for describing and analyzing participants' perspectives, which is essential for identifying the nature of the research problem Through interviews, the qualitative approach explored the factors influencing students' motivation and gathered suggestions from both teachers and students for enhancing motivation in speaking skills practice.
As a result, with the necessity of these approaches, I decided to use both quantitative and qualitative approaches in my research to enrich its validity and reliability
Research site
This study was conducted at the College of Urban Works Construction, which has two campuses in Hanoi and Hue, Vietnam The main campus is situated in Hanoi, while the branch is located in Hue The College employs around 150 teachers and serves approximately 3,000 students Within the faculty of foreign languages, there are fifteen English instructors.
Participants
The study involved two groups: the first group comprised 8 English teachers (3 males and 5 females) from the College of Urban Works Construction, aged between 26 to 50 years, with teaching experience ranging from 3 to 25 years The second group included 90 first-year engineering students at the same college during the 2016-2017 academic year, who were studying General English using the New Headway - Pre-intermediate textbook (3rd edition, Oxford University Press) These students, aged 18 to 23, had extensive prior English education, having studied the language for 5 to 7 years, including a three-year English curriculum in high school.
Participants Age Number Male Female
Data Collection Instruments
To gather comprehensive data for this research, three instruments were utilized: a questionnaire, interviews, and observation These tools facilitated a smooth descriptive research process Additionally, classroom observation was employed to enhance the reliability of the data collected from the other instruments.
A questionnaire is a valuable tool for data collection, comprising a series of questions and prompts designed to gather information from respondents McMillan and Schumacher (1993) highlight that utilizing questionnaires is a cost-effective method for obtaining data.
Questionnaires are an effective surveying tool, particularly when dealing with a large number of participants, as noted by Oppenheim (1992) They offer several advantages, including the ability to collect data efficiently within a set timeframe and simplify the gathering of quantitative information Additionally, questionnaires uphold participant anonymity, encouraging honest feedback This method also allows researchers ample time to analyze data and formulate insights, making it a foundational step for subsequent interviews.
The questionnaire, consisting of 15 questions, was administered to 90 first-year engineering students and included both closed and open-ended questions to gather comprehensive data regarding their motivation for speaking English Closed questions, presented as multiple-choice, allowed students to select one or more responses, while open-ended questions encouraged them to express their ideas on enhancing speaking motivation The responses provided insights into students' perceptions of the importance of English speaking skills and their motivation to practice Additionally, a Likert scale was utilized to assess factors influencing students' motivation for speaking English The data collected from the questionnaire were primarily quantitative.
Individual interviews were preferred for this study as they facilitate the collection of personal responses and insights, ensuring participant confidentiality (Brown, 1995) These interviews allowed the researcher to clarify and expand upon information obtained from questionnaires, providing in-depth explanations from interviewees To explore varying responses, semi-structured questions were utilized, which enable participants to express their views without predetermined answer choices (McMillan & Schumacher, 1993) This approach allowed for a deeper understanding of the participants' perspectives.
29 interviewees’ thought and opinions Rather interviewees’ facial expressions and body languages while answering the open questions helped me dig the research issues
This research involved individual interviews with eight English teachers of varying ages and teaching experiences, as well as ten first-year engineering students from the College of Urban Works Construction Two distinct interview lists were utilized: List A in English for the teachers and List B translated into Vietnamese for the students Both groups were questioned about key factors influencing students' motivation to practice speaking English, mirroring the issues addressed in the questionnaires Additionally, several suggestions for enhancing students' motivation were discussed.
Classroom observation served as a vital tool to assess student motivation in speaking practice and their interactions with the teacher during speaking classes As noted by Sustrisno Hadi (1986), “observation is one complex process which consists of biological and psychological processes.” This highlights the multifaceted nature of observing student engagement and interaction in educational settings.
In 1986, as referenced by Sugiyono (2008), the researcher gained insights into students' attitudes towards the stage and their participation in classroom activities Observations were made in two English classes at CUWC, utilizing a checklist designed to verify the consistency of responses from questionnaires and interviews This observational tool served as a supplementary resource to enhance the research findings.
Data Collection
Data collection for this study involved extensive research through various reference materials, including books, articles, and magazines found in the library To enhance the search for relevant resources, specific terms related to the study's focus—such as student motivation, factors influencing speaking skills, and English for engineering students—were utilized in online searches.
Secondly, the main data for this research were collected from the questionnaire and interview
The questionnaire (see Appendix 1) was designed with 15 questions, including closed and open-ended questions and some statements with the five-point Likert scale
The study aims to gather comprehensive data regarding students' perceptions of the importance of English speaking skills, their motivation to speak English, and the factors influencing this motivation To ensure clarity and appropriateness of the questionnaire, the researcher conducted a pilot test with 10 students at CUWC, identifying any uncertainties or necessary revisions Following this, the finalized questionnaire was distributed to collect the necessary data.
90 first-years engineering students by the researcher at break time and were collected after completion
The study involved collecting data through questionnaires and conducting interviews with eight English teachers and ten first-year engineering students, who were randomly selected after completing their questionnaires Two interview lists were utilized: List A for teachers in English and List B for students in Vietnamese, focusing on their perceptions of practicing English speaking skills and suggestions for enhancing student motivation The researcher clarified participants' answers when necessary, with each interview lasting approximately 15 minutes and notes taken meticulously To maintain confidentiality, participants were referred to by codes (T1-T8 for teachers and S1-S10 for students) Additionally, classroom observations were conducted to corroborate the data collected from questionnaires and interviews, ensuring its reliability Following data collection, the analysis process commenced.
Data Analysis
This study utilized descriptive statistics to assess the validity and reliability of research instruments, effectively analyzing and presenting data collected from questionnaires, interviews, and class observations As highlighted by McMillan and Schumacher (1993), descriptive statistics serve as a fundamental method for summarizing data and are essential for interpreting quantitative research results.
After gathering responses from the student questionnaire, the data were synthesized, categorized, and analyzed according to the research questions Utilizing Microsoft Excel, the data were calculated and summarized as statistical frequencies and percentages The findings were presented through text, tables, and figures Additionally, the interview results were coded and organized into themes or keywords for easier alignment with the research questions.
Research Procedures
Step 1: Identify research problem Thanks for understanding the reality of learning speaking of students in general and that of enigneering students at CUWC in particular as well as spending time on reading many relevant materials, the researcher found out what problem needed to be explored The title of the study was also presented
Step 2: Design research proposal The researcher clarified the research problems
The study was supported by a thorough exploration of various reference materials, including books, articles, and useful websites Additionally, the researcher clearly defined the study's aims, participants, and scope Established research methods provided a solid framework, guiding the researcher in addressing the research problem effectively.
Step 3: Data collection Apart from finding and reading previous materials for the
Literature review, the main data collection process was conducted through questionnaire, interview and observation These collection instruments were revised by the instructor before delivering to the participants
Step 4: Data analysis After having the significant data for this study, the researcher synthesized and classified them into different theme groups based on the research questions The results of this research were summarized and interpreted in form of frequency and percentage by using Microsoft Excel Program
Step 5: Write-up of research report The researcher synthesized all research results and arranged them in a proper order Writing the research paper based on its organization as mentioned in the proposal
Step 6: Present research results Main contents of a study were clearly presented in an allowed duration by the researcher and were commented by many professional teachers.
Reliability and Validity
To ensure data reliability, a pilot questionnaire was administered to 10 CUWC students to refine its content and clarify any misunderstandings before it was distributed to the main participants According to Morrison (1993), piloting is essential in quantitative research that utilizes questionnaires, enhancing both validity and reliability The investigation employed consistent information across questionnaires and interviews, and despite utilizing different methods—questionnaires, interviews, and observations—the findings were congruent The results were systematically recorded and analyzed using Excel, confirming the reliability of the collected data.
To ensure data validity, it is crucial to consider the role of the researcher, the timing of breaks, and the location of the study (CUWC), as these factors significantly influence participants' responses in surveys (Mackey and Gass, 2005) The study utilized questionnaires and interviews to gather student feedback, drawing from a comprehensive Literature Review that referenced valuable sources This combination of methods proved effective in measuring students' motivation and the factors influencing their English speaking practice.
Summary
This chapter outlines the research site, study participants, and the methods used for data collection and analysis Key instruments, including questionnaires and interviews, were employed to ensure the validity and reliability of the data gathered for this research.