INTRODUCTION
Background of the study
In Vietnam's educational renovation stage, English has emerged as the primary foreign language, becoming a compulsory subject in universities, colleges, and many secondary and primary schools (Le H D., 2013; Le H T., 2013) It serves as a prerequisite for students aiming for higher education and greater opportunities in developing countries Numerous educational programs have been implemented to enhance foreign language competence among vocational learners (Government, 2008) Consequently, improving the quality of English teaching, particularly in reading—which poses significant challenges for vocational students—is essential for fostering overall language proficiency and acquiring background knowledge across other skills.
2 but a way to revise and fulfill language competence (Pastel & Jain, 2008; Robb & Susser, 1989)
Despite acknowledging the importance of learning English, both teaching and reading skills face significant challenges that act as demotivating factors, particularly during reading sessions Demotivation is a well-documented issue in foreign language learning research, as highlighted by various studies (Dornyei, 2001a; Jomairi, 2011; Kaivanpanah & Ghasemi, 2011; Kikuchi & Sakai, 2009; Trang & Richard B Baldauf, 2007) that identify key factors contributing to this phenomenon Understanding these demotivating factors is crucial for researchers and language teachers alike, as it enhances their grasp of motivation theories and underscores motivation's role in successful language learning This study aims to explore how these demotivating factors impact students' learning experiences in reading classes.
Statement of problem
In Nguyen Huu Canh's reading classes, lessons focus on introducing key words, structures, and strategies to enhance the reading process before engaging with the text This traditional teaching method is prevalent in Vietnam (Hoang, 2007; Huynh, 2008) However, Huynh (2008) notes that this intensive approach often lacks relevance to practical text formats and content, leading to student dissatisfaction and boredom despite improvements in reading skills Consequently, many students feel unfulfilled while studying from textbooks.
"Solutions", emphasizing four language skills Reading is one of the most focused with two parts of reading texts In the first term, they learn six units in elementary level
The curriculum includes three textbooks covering various topics such as family, sports, entertainment, and education, along with six advanced units in the second term that focus on sports, history, geography, and music The primary goals are to enhance students' reading comprehension and encourage active participation in classroom activities However, personal observations reveal that the learning outcomes fell short of expectations, as many students displayed a lack of interest in reading and were reluctant to engage in reading activities, resulting in a tedious and stressful classroom environment.
The author's motivation for conducting this study is rooted in her personal experiences with similar challenges during her high school and university years Throughout her teaching career at NHC, she has observed that students often struggle with learning English, particularly in reading skills Furthermore, difficulties in reading English texts can significantly hinder their ability to understand professional materials.
To address the identified issues, a survey research on the factors demotivating reading classes from the perspectives of both teachers and students at NHC Vocational School is essential The findings from this study aim to facilitate improvements and effective guidance in English learning and teaching, ultimately leading to enhanced learning outcomes.
Research Aims
This study aims to identify the demotivating factors affecting EFL reading skills as reported by both teachers and students at NHC Vocational School Additionally, it seeks to uncover the differences in attitudes towards these demotivating factors between teachers and students in EFL reading classes The findings will provide valuable insights into the common challenges faced in reading instruction.
4 classes at NHC and help find appropriate solutions for better English learning and teaching.
Research questions
To attain the above purposes, this current research aims at seeking answers to the following questions:
Research question 1: What are the characteristic patterns of demotivating factors perceived by students and teachers?
Research question 2: To what extent are teachers' perspectives different from students' in terms of the characteristic patterns of demotivating factors?
Significance of the study
Demotivation in language learning, particularly among vocational level learners, has received limited attention despite its significance In vocational schools, reading poses a considerable challenge in achieving comprehensive English language competence This research highlights critical factors contributing to demotivation in reading, offering valuable insights for both theoretical understanding and pedagogical practices.
This study highlights the significance of reading for both teachers and learners, emphasizing various types and strategies that enhance reading effectiveness Additionally, it identifies factors that contribute to feelings of demotivation, paving the way for further research on demotivation in language skills, particularly reading, within the Vietnamese context.
From pedagogical viewpoint, this study plays an important role in acknowledging teachers’ and learners’ viewpoints toward problems causing
Understanding the reasons behind the demotivation of students at NHC school during English reading classes is crucial This insight not only helps learners clarify their objectives and attitudes towards learning but also aids teaching staff in enhancing the curriculum, materials, and methods Ultimately, addressing these issues can lead to improved outcomes in the English language field.
Organization of the study
The study consists of five chapters with an introduction for each at the beginning
Chapter 1 provides the background of the study based on trend and problems of English teaching and learning reading skill in the context where the study was conducted Also, it gives the aims, research questions, significance and structure of the study
Chapter 2 reviews relevant theories and concepts to the current research, namely reading, types of reading, factors affecting reading process as well as issues concerning motivation and demotivation Besides, a summary of previous studies is offered as a base to pinpoint the research gaps and establish a research model for the thesis
Chapter 3 justifies the methodology of the research It includes a detailed description of research design containing research site, material used, participants, instruments Furthermore, procedures for data collection and data analysis are also presented
Chapter 4 illustrates data collected from questionnaires and interviews The chapter indicates demotivating factors perceived by teachers and students and analyzes these figures to determine the differences between two participant subjects
Additionally, it discusses the findings reported based on results extracted from teachers' and students' interviews
Chapter 5 draws conclusions from responding to research questions, gives some pedagogical implications, recommendations and possible suggestions for further research
LITERATURE REVIEW
Reading
To effectively acquire English, students must master the four essential skills: speaking, listening, reading, and writing Among these, reading is often regarded as the most crucial skill (Pastel & Jain, 2008; Noor, 2011; Robb & Susser, 1989) This article explores the definition of reading, its various types and characteristics, as well as the factors that influence the teaching and learning of reading skills.
Over the past few decades, various authors, theorists, and educators have offered multiple definitions of reading, emphasizing its importance as a vital skill for learners This section explores the concept of reading by examining both its definition and the cognitive processes that occur in learners' minds when they engage with a text.
Reading is a crucial skill in English as a Foreign Language (EFL) teaching, as highlighted by Robb & Susser (1989) and supported by Harmer (1998), because it enhances language proficiency and serves as a foundation for developing other skills like writing and speaking It enriches learners' vocabulary, grammar, and sentence structure, making it vital in higher education contexts, according to Noor (2011) Through reading, students acquire new information and language, fostering competence in their understanding This practice allows individuals to connect with knowledge and experiences across time and distance, establishing reading as an essential component of language and a lifelong learning tool for all learners (Noor, 2011).
In another sense, reading is reflected as "the process of receiving and interpreting information encoded in language form via the medium of print" (Urquhart
Good readers demonstrate their capabilities through effective reading tasks According to Mikulecky (2008), reading involves both conscious and unconscious thinking processes By employing appropriate reading strategies, learners can connect their prior knowledge with the information presented in the text, enabling them to decode the writer's intentions and grasp the overall meaning of the text.
Grabe (2009) highlighted that reading plays a crucial role in synthesizing and interpreting learning processes, which encompass several key characteristics: it is rapid and efficient, promotes comprehension, encourages interaction, employs strategic approaches, remains flexible, serves a specific purpose, involves evaluation, and ultimately contributes to the overall learning experience.
(10) a linguistic process Reading is delineated as a rapid and efficient process because it is put in relation to coordination of reading rate and skills to catch text's soul, a
Comprehension is the primary goal for fluent reading, involving an interactive process that combines various cognitive functions and the interplay between the reader's background knowledge and the writer's intended message Reading is a strategic endeavor that utilizes effective strategies to achieve comprehension, allowing for flexibility in adapting reading methods and goals based on different purposes It is also an evaluative process, where readers assess the effectiveness of their reading strategies Furthermore, reading serves as a learning process, providing feedback on what is learned from the text Finally, reading is a linguistic process, closely linked to language knowledge, including graphemic-phonemic awareness, vocabulary recognition, and understanding grammar and other linguistic features These processes collectively outline the essential components necessary for achieving fluency in reading.
Reading can be categorized into two main types: extensive and intensive reading, each serving distinct purposes The primary motivations for reading include seeking pleasure and engaging in study, with a wide variety of materials available, such as instructional texts, online resources, reports, storybooks, magazines, newspapers, and emails (Pastel & Jain, 2008).
Palmer (1968) assured extensive reading is a process performed with learners' encouragement and attention on the meaning, not focusing on linguistic issues of the
Extensive reading prioritizes significant reading volume and overall comprehension over language and grammar specifics Elley & Mangubhai (1983) also highlight the importance of extensive reading in enhancing understanding.
The concept of "book flood" refers to the abundance of reading materials necessary to support an effective learning approach According to Krashen (1993), extensive reading is characterized as "free voluntary reading" or "pleasure reading," emphasizing the importance of reading for enjoyment and personal growth (Mikulecky, 1990).
Extensive reading significantly enhances reading skills by encouraging learners to engage with authentic materials for pleasure, as noted by Alyousef (2005) This approach allows students to select reading materials that interest them, fostering independence and self-confidence in navigating appropriate content, difficulty levels, and text lengths (Hedge, 2003, cited in Alyousef, 2005) According to Walter (2003) and Helgesen (2005), the freedom to choose reading materials not only boosts learners' motivation but also ensures that they find enjoyment while acquiring information at a suitable difficulty level This self-directed selection keeps students focused and committed to improving their reading abilities Moreover, extensive reading promotes the idea that learners can read extensively without constraints on time, location, or method, ultimately cultivating a desire to read in comfortable environments at their convenience.
Extensive reading is characterized by a diverse selection of reading materials that cater to various topics, aligning with readers' linguistic abilities (Day & Bamford, 1998) It emphasizes self-directed learning, allowing students to choose their reading materials and progress at their own pace Consequently, students often spend significant class time fulfilling the requirements of mandatory reading activities and tasks.
Extensive reading offers learners a valuable opportunity to alleviate stress and combat demotivation through engaging in reading activities outside the classroom (Huynh, 2008) According to Day & Bamford, the essence of extensive reading lies in its focus on enjoyment, information acquisition, overall comprehension, and rapid reading pace Importantly, follow-up exercises are not required to assess language usage Furthermore, teachers play a crucial role in guiding students by clarifying reading objectives, providing effective reading strategies, and monitoring their progress.
Extensive reading, as highlighted by Mikulecky (2008), serves as a valuable approach to reading for enjoyment while reducing stress in reading classes This method emphasizes the importance of expanding vocabulary and grammar knowledge, as well as enhancing reading speed and fluency, rather than solely focusing on comprehensive understanding of the text.
Intensive reading, as defined by Alyousef (2005), contrasts with the common view of extensive reading by focusing on learning to read rather than reading to learn This approach equips students with essential knowledge and cultural context, enhancing their reading engagement Palmer (1968, cited in Day & Bamford, 1998) describes intensive reading as a meticulous process that involves studying a text line by line, utilizing dictionaries and grammar references, and thoroughly analyzing and retaining each expression Additionally, Long & Richards (1987) further emphasize the importance of intensive reading in language acquisition.
Instructors play a crucial role in intensive reading classes by conducting thorough in-class analyses of vocabulary and grammar within concise passages Researchers highlight the importance of using short texts to motivate students to engage in intensive reading, enhancing their comprehension and language skills.
Moreover, intensive reading is sometimes interpreted as narrow reading due to selected options of topics and text types
Motivation
Motivation is a crucial psychological factor that drives individuals to strive for their goals and achieve success Often referred to as the "neglected heart" of language teaching (Rost, 2006), motivation is essential for creating an engaging classroom environment and facilitating effective learning For students to be motivated, they must establish clear learning objectives that guide them toward achieving proficiency in a second language (Crookes & Schmidt, 1991).
Motivation is a key factor in the success of individual learners in acquiring a second language, as identified by Gardner (1985) It encompasses four essential elements: language aptitude, personality, attitude, and motivation itself Defined as the synergy of effort and the desire to achieve learning goals, motivation plays a crucial role in positively influencing learners' attempts to meet their objectives.
Motivation in language learning is characterized as a cognitive and emotional state that drives individuals to engage in sustained effort towards language acquisition (Williams & Burden, 1997) According to Gardner (1985), positive attitudes towards the language significantly influence this motivation Additionally, Gardner (1996, as cited in Dornyei, 2001a) highlights that motivation can also be viewed as an internal quality shaped by external factors.
Motivation is an essential internal process that activates, directs, and sustains student behavior over time, playing a crucial role in second language (L2) learning success It encourages students to set personal objectives and engage in behaviors necessary to achieve their goals Teachers can implement various strategies to foster motivation in students, ultimately supporting their long-term academic success.
In second language acquisition, motivation is identified as a key factor alongside age and personality (Cook, 2000) Lightbrown and Spada (2001) emphasize that motivation is influenced by learners' needs and their attitudes towards the second language community They argue that when learners perceive the importance of mastering a language for effective communication and achieving language competence, they are more likely to become engaged, skilled, and successful in their language learning journey.
Motivation is crucial for the success of language learning and is influenced by three key factors: the language itself, the learner, and the learning environment (Dornyei, 1998) This article will also explore the different levels of motivation in language acquisition.
18 following part in order to clear up the significance of motivation in language and reading classes as well as how to exploit constructive motives to get better learning
2.2.2 Levels of motivation and steps for generating motivation
The primary goal of language teachers is to enhance the quality of teaching and learning by fostering motivated learners To achieve this, educators must recognize the significance of motivation, understand its effects on learning, assess different levels of motivation, and implement effective strategies to improve language proficiency.
According to Rost (2006), there are three levels of motivation utilized to deal with learners' difficulties in language classes The teacher becomes a "motivating" facilitator directing learning process successfully
Finding learners' passion is essential for motivation, as individuals who are emotionally invested in their goals perform better Teachers play a crucial role in fostering this passion by incorporating engaging activities like games, films, and music to spark curiosity and enhance classroom engagement Additionally, empowering students to take center stage through personalized presentations, idea journals, and speaking circles allows them to connect their learning to real-life experiences By encouraging students to use themselves as models in their learning, teachers can ignite their passion and motivation for success.
The second level emphasizes strategies teachers can use to adapt to students' learning realities Often, students feel they lack access to quality instruction, struggle with attention in class, and face limited opportunities to overcome challenges.
Effective learning outcomes depend on teachers' awareness of their roles in providing quality instruction through input, interaction, and opportunities for meaningful output (Rost, 2006) To enhance student motivation, educators should create a balanced mix of in-class activities and outside tasks that immerse students in authentic situations This approach empowers students to make informed, self-directed choices about their engagement in learning.
To effectively connect students' preparation with learning activities, teachers should implement strategies that engage students' intention, attention, and memory, as suggested by Rost (2006) Utilizing warm-up activities can activate memory and stimulate engagement, while incorporating teaching aids like colorful pictures, wall charts, and games enhances attention Additionally, selecting interesting topics fosters eagerness and encourages sharing among students Teachers can further boost participation by aligning class activities with students' intentions and prompting reflective thinking about their understanding Timely and constructive feedback is essential in the language learning process, as it allows students to recognize their progress and capabilities.
In conclusion, the importance of motivation is highlighted through an analysis of various motivation levels Building on these foundational principles, effective strategies to boost motivation in language classes are also discussed.
Demotivation
Learner motivation plays a crucial role in language acquisition, yet it can be adversely affected by various factors Negative experiences, such as disappointing test scores, ineffective learning materials, and unfavorable attitudes towards language learning, can diminish motivation Additionally, the social learning environment, including the teacher's personality and teaching style, as well as the classroom community, can contribute to this decline Demotivation is a common challenge in L2 reading classes that educators strive to address Ultimately, this unavoidable phenomenon poses significant issues for EFL learners, hindering their ability to achieve desired outcomes (Trang & Baldauf Jr.).
Demotivation, as defined by Dornyei (2001a), refers to various negative influences that undermine existing motivation, stemming from specific external forces that diminish the motivational foundation of a behavioral intention or ongoing action Factors contributing to demotivation include teaching methods, classroom learning environments, and other related aspects Consequently, demotivation adversely affects learning processes and achievement, leading to a complete loss of interest and motivation over time (Kaivanpanah & Ghasemi, 2011).
Motivation is essential for lifelong learning, as it propels individuals forward, while demotivation can significantly hinder the learning process (Fallout & Fallout, 2005) According to Dornyei (2001a, p.142), while motives enhance the tendency to take action, demotives have the opposite effect, draining energy and enthusiasm Understanding these dynamics is crucial for addressing demotivation in educational contexts.
Demotivation, as defined by Trang D T (2015), refers to a situation where "motivation declines due to one or several causes experienced by every learner." This concept is crucial in the learning process, acting as the "negative counterpart" to motivation and significantly reducing learners' enthusiasm for acquiring English as a foreign language.
Amotivation, akin to demotivation, refers to a state characterized by a lack of motivation that arises not from an initial disinterest, but from feelings of incompetence and helplessness when confronted with a task (Deci & Ryan, 1985).
Demotivation is a psychological condition that affects students who were once eager to learn but are now hindered by internal or external factors, leading to a decline in their learning progress.
2.3.2 Demotivating factors in EFL learning
Dornyei indicated there are nine factors perceived demotivating He focuses on both internal and external factors affecting learning process, consisting of:
1 Teacher’s personalities, competence and teaching styles
4 Negative attitude toward the foreign language studied
5 Compulsory nature of the foreign language study
6 Interference of another foreign language
7 Negative attitude toward the community of the foreign language spoken
Teacher-related factors, including personality, teaching style, competence, methods, and the rapport between teachers and students, are the most significant contributors to student de-motivation (Dornyei, 1998 cited in Yan, 2009).
Kikuchi & Sakai (2009) identified five key demotivating factors in education: learning contents and materials, teacher competence and teaching styles, inadequate school facilities, non-communicative methods, and test scores Among these, learning contents and materials, along with test scores, were found to be the most significant demotivators, while inadequate school facilities ranked as the least impactful This study emphasizes the importance of external motives, particularly highlighting the critical role of teacher-related factors in student motivation.
Kaivanpanah and Ghasemi (2011) identified five key factors contributing to students' demotivation in foreign language learning: learning contents, materials, and facilities; attitudes towards the English-speaking community; the teacher's influence; experiences of failure; and negative attitudes towards second language acquisition Their findings align with previous research, highlighting that various sources of demotivation adversely affect learners' outcomes Notably, the study also revealed that female students tend to experience higher levels of demotivation compared to their male counterparts across most of the identified factors.
According to Trang & Richard B Baldauf (2007), demotivation is a critical challenge in English as a Foreign Language (EFL) learning, significantly hindering students' ability to achieve desired learning outcomes This study explores the sources of demotivation, highlighting the contrasting influences of internal and external factors Notably, the research reveals that external elements, particularly those related to teachers, play a substantial role in contributing to students' demotivation.
23 related factors, learning environment and others play crucial roles in resulting demotives
Jomairi (2011) identified four primary factors contributing to demotivation in language learning: the teacher, learners' attitudes towards English, test scores, and insufficient classroom facilities Among these, teacher-related issues—such as teaching style, correction methods, and the flexibility in teacher-student interactions—are highlighted as significant demotivators for students.
Research by Bahramy & Araghi (2013), Tuan (2011), and Yadav & BaniAta (2013) highlights that students' perceptions of demotivation are primarily linked to teacher-related factors The attitude of teachers towards their students significantly influences the success or failure in foreign language learning By exploring the motivation-demotivation continuum, these findings provide insights into addressing and mitigating demotivating factors in the learning process.
In summary, teacher-related factors are identified as the primary source of demotivation in language learning, alongside challenges associated with classroom activities Additionally, psychological issues affecting students play a significant role in negatively influencing their motivation To gain a deeper understanding of demotivation in English as a Foreign Language (EFL) classes, the subsequent section will provide a synthesis of previous studies focused on specific learning contexts and their associated demotivating factors.
2.3.3.1 Related studies on demotivation in language learning in the world
There have been numerous studies examining reasons causing demotivation in language learning
Kikuchi & Sakai (2009) investigated factors contributing to demotivation in language learning among 112 university students in Japan, building on Dornyei's (2001a) research on external forces Utilizing a 35-item questionnaire, they identified five key demotivating factors: (i) course materials, (ii) inadequate school facilities, (iii) test scores, (iv) non-communicative teaching methods, and (v) teachers' competence and teaching styles Notably, teaching materials, particularly textbooks, emerged as the most significant source of demotivation In contrast, inadequate school facilities were deemed less influential, as students provided minimal feedback on this aspect The study focused exclusively on external factors affecting demotivation among successful learners, overlooking other elements that may impact the quality of reading and learning, such as text types and task types.
Ghadirzadeh (2012) explored the factors contributing to demotivation among 260 Iranian university students, comparing perceptions between more and less motivated individuals The study identified five key demotivators: (i) lack of perceived individual competence, (ii) lack of intrinsic motivation, (iii) inappropriate teaching methods and course content, (iv) inadequate university facilities, and (v) an emphasis on challenging grammar These factors encompassed both internal and external influences, revealing significant differences between the two student groups, particularly regarding intrinsic motivation This underscores the importance of addressing internal factors that contribute to demotivation among Iranian learners.
Aliakbari & Hemmatizad (2015) explored students' demotivation in terms of gender, major, level of education in Iranian secondary high schools and universities
Hypothesis and Research model
This study investigates the key factors contributing to demotivation in reading classes, identifying four primary elements: textbooks, reading texts, reading tasks, and teacher-related factors A research model was developed to guide the investigation and address two specific research questions.
Research question 1: What are the characteristic patterns of demotivating factors perceived by students and teachers?
Research question 2: To what extent are teachers' perspectives different from students' in terms of the characteristic patterns of demotivating factors?
The study aims to explore the perceived demotivating factors in EFL reading skills as reported by both teachers and students, focusing on their perspectives It categorizes demotivating factors into four groups: textbooks, reading texts, reading tasks, and teacher-related factors Specifically, it examines the influence of textbook quality and appearance, the effects of long texts and diverse text types and topics, the types and difficulty of reading tasks, and the teaching methods, styles, and classroom activities employed by teachers By analyzing these patterns, the research seeks to provide a comprehensive understanding of the factors affecting EFL reading motivation.
Chapter summary
This chapter establishes a theoretical foundation for the study by exploring key concepts related to reading, motivation, and demotivation in English learning, particularly focusing on EFL reading skills It includes a comprehensive review of relevant studies to formulate a model that addresses the research questions The following chapter will provide a detailed overview of the research methodology employed in this study.
Demotivating factors in EFL reading classes
Textbook Reading texts Reading tasks
Teacher-related factors Textbook Reading texts Reading tasks
Source of reading materials, textbook appearance
Length of texts, text types, topics
Task types, level of difficulty and authenticity
Teaching methods, styles and classroom activities
Source of reading materials, textbook appearance
Length of texts, text types, topics
Task types, level of difficulty and authenticity
Teaching methods, behavior and classroom activities
METHODOLOGY
Introduction
This chapter outlines the research design and methodology of the study, starting with the presentation of research questions It details the complete study design, including the research site and participants, which consist of both teachers and students involved in the survey Additionally, the chapter describes the instruments used for data collection, the procedures for gathering data, and the methods employed for data analysis.
Research questions
This study aimed to identify the demotivating factors in English as a Foreign Language (EFL) reading classes as reported by both teachers and students, while also examining their attitudes towards these factors The research was designed to address two key questions regarding the influences that hinder motivation in EFL reading skills.
Research question 1: What are the characteristic patterns of demotivating factors perceived by students and teachers?
Research question 2: To what extent are teachers' perspectives different from students' in terms of the characteristic patterns of demotivating factors?
Research Design
The research took place at Nguyen Huu Canh Vocational School, situated at 500 - 502 Huynh Tan Phat Street in District 7, Ho Chi Minh City Established in 1998, this institution serves as a key center for vocational training.
The institution comprises seven faculties, including the Foundation Science Faculty and the Physical and Political Faculty, along with five specialized technical faculties in IT, Electrical and Refrigeration Engineering, Mechanics, Fashion Design, and Economics It offers a diverse range of majors such as Informatics, Media, Air-conditioning, Civil and Industrial Electricity, Industrial Electronics, Mechanical Engineering, Automobile, Mechatronics, Fashion Design Techniques, Accounting, and Finance and Banking With approximately 1,300 students spread across 40 classes, the student body primarily hails from Districts 4 and 7 in Ho Chi Minh City, as well as neighboring provinces like Long An, Tien Giang, and Dong Nai, with a smaller representation from Central and Northern Vietnam Challenges such as varying lifestyles, regional cultural differences, and limited English proficiency in remote areas hinder effective teaching, particularly in English The English department, part of the Foundation Science Faculty, is staffed by dedicated and experienced teachers, including two with MA degrees, while most are currently pursuing further education, with five out of eight serving as permanent lecturers.
Nguyen Huu Canh School features five building blocks housing nearly fifty classrooms, each accommodating up to 40 students The classrooms are well-equipped with essential teaching tools, including lights, fans, boards, computers, and projectors Additionally, the school boasts a specialized lab room designed for English classes, featuring movable desks and advanced technology such as online computers, smart boards, and air-conditioning Students engage in active learning every two weeks in this lab, participating in group work, online tasks, and presentations Furthermore, the school library offers a rich collection of English reference books, providing students with access to supplemental and advanced materials.
Many students prioritize their majors to enhance vocational skills, often overlooking the significance of basic science subjects, which can diminish the perceived value of English documents However, well-equipped classrooms with projectors, computers, smart boards, and air conditioning create an optimal learning environment for English Currently, students are required to study English as a compulsory subject for two semesters during their first year of school.
The "Solutions Elementary" and "Solutions Pre-intermediate" textbooks are officially utilized in alignment with the MOET foundation curriculum First-year students learn English using "Solutions Elementary" from units 6 to 10 in the first semester and "Solutions Pre-intermediate" from units 1 to 5 in the second semester Each unit comprises 60 periods of study over a span of 10 to 15 weeks.
Since the 2012-2013 academic year, "Solutions" by Tim Falla and Paul A Davies has been the official textbook, featuring a comprehensive set of five levels: Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate, and Advanced Each textbook is visually engaging, with colorful illustrations and clear explanations for every section The structure of each unit includes seven components: Vocabulary and Listening (A), Grammar 1 (B), Culture (C), Grammar 2 (D), Reading (E), Everyday English (F), and Writing (G), with two reading segments included in the curriculum.
Part C of the article explores cultural aspects of English-speaking countries, enhancing learners' general knowledge and understanding of diverse cultures within these communities Meanwhile, Part E features longer reading texts accompanied by 5 to 8 comprehension tasks, designed to effectively assess students' understanding and engagement with the material.
The textbook features concise, two-page reading texts accompanied by images and a clear layout, enhancing comprehension After every two units, a "Language Focus" section summarizes vocabulary and assesses listening, reading, and speaking skills Supplemental vocabulary and grammar tasks are included at the end of the textbook In addition to the student’s book, a black-and-white workbook, divided into seven parts (A to G) and designed similarly to the student’s book, aids in reinforcing classroom learning and supports self-study At the end of each unit, students are prompted to review and evaluate their understanding, with encouragement to complete tasks during self-study or at home The textbook is photocopied and distributed alongside the official course book at the start of the school year, providing students with additional opportunities to enhance their reading skills through extra reading materials of varying difficulty "Solutions" is deemed an appropriate textbook for the learning capacities of students at NHC school, aligning with current teaching methodologies.
The research was carried out in December, 2015 during the school year 2015 –
In 2016, a study involving both teachers and students at NHC school was conducted in two main stages: a pilot study and a formal study The number of participants varied based on the specific objectives and conditions of each stage According to Baker & Risley (1994), the ideal participant count for pilot studies should range from 10% to 20% of the total participants in formal studies Further details regarding the data collection procedure will be provided in this chapter, and all participants are categorized into two main groups.
The study involved a convenience sample of eight English teachers at NHC school, consisting of five permanent and three visiting instructors, with a gender distribution of six females and two males Over half of the teachers are under thirty years old, with the youngest having three years of teaching experience, while two teachers aged between 38 and 45 have over fifteen years of experience at the school Most participants hold Bachelor Degrees from Ho Chi Minh City Education University, with one teacher from Van Lang University Additionally, three teachers are currently pursuing Master of Arts (TESOL) degrees, and two obtained their MA degrees in 2012 Most teachers also work at language schools, enhancing their skills for effective English instruction.
Experience of teaching English 3 – 5 years 3 37.5%
In a study approved by school authorities, a random sample of 112 first-year vocational students, aged 16 to 22, from various disciplines including Accounting, Mechanics, Electrical and Refrigeration Engineering, IT, and Fashion Design, participated in the research Both male and female students were enrolled in English as a non-major subject and were engaged in a communicative approach to learning English at NHC school during the first term.
Many students in northern provinces study English for only three years, resulting in low and uneven language proficiency levels While most students spend seven years learning English in secondary and high school, many feel demotivated and do not engage with the subject Although English is a compulsory subject with classes held one to two times a week, students often struggle with specific skills, particularly reading, leading to feelings of boredom and frustration with lengthy texts and complex vocabulary A small number of students do excel in English and attend language centers for additional learning.
English program taken at high school 7 years 102 96.2%
This study employs a non-experimental, descriptive survey, a prevalent form of quantitative research in education, to gather participants' opinions The survey is designed to collect factual information about individuals and aims to capture the perspectives of the respondents.
The research utilized a mixed-methods approach, combining qualitative and quantitative methods to explore underlying reasons, opinions, and motivations This dual approach not only provides valuable insights into the problem but also aids in formulating ideas or hypotheses for subsequent quantitative research Quantitative methods are employed to measure attitudes, opinions, and behaviors, allowing for generalizations from a larger sample population The integration of qualitative and quantitative research is increasingly prevalent, as qualitative insights from interviews can enhance and clarify data collected through questionnaires As noted by Mackey and Gass (2005), relying solely on one method is insufficient; thus, the combination of questionnaires and interviews strengthens the study's findings and conclusions.
In brief, the main instruments used in this study for collecting data were of two kinds, questionnaires and interviews Those tools were presented in the following sub- sections:
To design effective questionnaires, a pilot interview was conducted to gather insights Hartas, Townsend, and Hobson (2010) highlight that interviews are a popular method for generating data in educational and social research Participants are frequently encouraged to share their stories, allowing them to choose the narratives they wish to convey.
Data collection procedure
This section outlines the study's methodology, highlighting how insights from pilot interviews informed the development of the questionnaire The formal questionnaire served as the primary research tool, while follow-up interviews were crucial for validating the questionnaire results and significantly contributed to both the discussion and overall research findings.
In the preliminary stage, the author organized several meetings with two teachers and ten students There were short individual interviews to teachers, lasting
The researcher conducted brief interviews lasting 10 to 15 minutes with students during their break time, after obtaining permission from each individual The study's purpose was clearly explained, and both teachers and students were encouraged to express their willingness to participate and their confidence in sharing their opinions Fortunately, all participants agreed to take part in the research.
FOLLOW-UP INTERVIEW QUESTIONS (For Students)
I Introduction of the research results and participants
II Questions relating to demotivating factors in reading class
1 In your opinion, what are the reasons why students at NHC dislike learning reading?
2 What do you think about your currently used textbook?
3 What are the reasons why you do not like long texts and texts as interview type?
4 Apart from task types you do not like as 'Cloze tests', 'Questions / Answers', 'Key words focus tests', 'Main ideas focus tests', 'Specific ideas focus tests', what other types in 'Solutions' do you like to do? Why?
5 In your opinion, is it necessary to add more difficult tasks? Why?
6 What do you desire your teacher to do to help you read effectively?
7 What other activities in a reading class do you like?
8 What other recommendations can you suggest to help you join reading classes better?
Forty-nine participants agreed to join the discussion to determine the data collection schedule, which took place from November 9 to 14, 2015 To create a comfortable environment for respondents, the interviews were conducted in Vietnamese, encouraging open expression of opinions The author took notes, recorded the sessions, and translated the content into English Detailed questions and results can be found in Appendices 1A, 1B, 2A, and 2B.
Two types of questionnaires were distributed to teachers and students, with a Vietnamese version provided to ensure clear understanding and accurate responses To validate the questionnaires, 22 copies were given to two teachers and twenty randomly selected students.
To ensure the reliability and validity of research, conducting a pilot test is essential The pilot group serves as a representative sample, and as Belli (2008) noted, "reliability relates to the consistency or dependability of a measure," indicating that consistent results enhance reliability This approach ensures that the data collected in the official survey aligns with the pilot process Additionally, validity assesses whether the measurement instrument effectively captures the intended constructs In this study, pilot questionnaires were administered to two teachers (25% of the sample) and twenty students (17.8% of the total intended participants) from classes TKT15B and TH15B1 Participants were encouraged to seek clarification on unclear instructions and ambiguous questions during the questionnaire completion Following a preliminary analysis, the author finalized the questionnaire for the data collection phase.
In December 2015, the researcher finalized a 4-point scale questionnaire consisting of Strongly Disagree, Disagree, Agree, and Strongly Agree, omitting the "Neither Disagree nor Agree" option due to its frequent selection by students during the piloting process, indicating a lack of meaningful engagement Additionally, two teachers noted that such questions might encourage respondents to skim through and select answers for safety rather than genuine opinion (Refer to Appendix 3A, 3B, 4A, and 4B for the complete questionnaires in both Vietnamese and English versions.)
From December 24 to 31, 2015, a total of 112 questionnaires were distributed across six classes (TH15B1, TKT15B, TCO15B1, TML15A1, TKTT15A, TCDS15A) after obtaining permission from school authorities and teachers The researcher spent approximately twenty minutes explaining the purpose of the questionnaires and providing instructions on how to answer the questions Each class took about ten to fifteen minutes to complete the questionnaires, during which the researcher assisted students with any difficulties The data collection process spanned two weeks, resulting in 106 valid questionnaires, as six were discarded due to incomplete information.
In December 2015, eight questionnaires were distributed to five permanent and three visiting teachers, including the author, following the same method and timing as the student questionnaires During break time, the researcher handed out the questionnaires to each teacher sequentially, encouraging them to read the questions thoroughly and share their opinions on the factors contributing to demotivation.
The study identified 51 factors influencing students' reading skills in school, highlighting the need for teachers to dedicate more time to reflect on and complete questionnaires Following the completion of these questionnaires, the researcher gathered additional insights from some teachers that complemented the initial data The entire process of collecting teacher responses took one week.
To gather additional insights, the researcher planned to conduct follow-up interviews with four teachers and a group of students The research title was reiterated, and the purpose of the interviews was clearly communicated, highlighting the significance of their contributions Following discussions, three teachers and twenty-five students agreed to participate in the interviews, scheduled for mid-January after the conclusion of the first semester exams.
3.4.3.1 Focus group interview to students
The interview happened nearly the end of one Thursday morning, 14 January
In 2016, during an English class in Lab room B207, the researcher obtained permission from a colleague to conduct a thirty-minute interview The session began with greetings and a re-introduction of the research goals, assuring students that their contributions would solely be used for research purposes and would not affect their academic standing A series of questions prompted class discussion, allowing participants to share their ideas individually while the researcher took notes Students were also encouraged to provide alternative suggestions and recommendations.
In January 2016, three individual interviews were successfully conducted with enthusiastic teachers who agreed to participate During break times, teachers introduced themselves, shared their teaching experiences, and discussed the challenges they faced They were informed about the study's objectives and the follow-up interviews A series of questions prompted meaningful discussions, and valuable insights were gathered through note-taking and recordings The interviews fostered a supportive atmosphere, reflecting the teachers' wholehearted commitment to the research.
Data Analysis
This study utilized both qualitative and quantitative data, gathering insights from pilot interviews to design a questionnaire The analysis focused on two primary subjects: teachers and students, aiming to achieve two objectives First, it explored the demotivating factors perceived by both groups in reading classes Second, it examined the differences in perceptions between teachers and students regarding these factors.
The questionnaires featured a primary question and six items rated on a 4-point Likert scale, including Strongly Disagree, Disagree, Agree, and Strongly Agree The level of agreement was statistically assessed based on the reliability of the interval values.
Interval value = 4 (Max) - 1 (Min) / 4 = 0.75 Then, meaning of interval value is interpreted following
Cronbach’s Alpha was utilized to assess the reliability and validity of the questionnaire during the pilot study, which was crucial for refining the research instrument for the formal study The pilot study, involving twenty-two participants including two teachers, highlighted its importance in evaluating research reliability and validity, as noted by Simon (2011) and Van Teijlingen & Hundley (2001) Conducted in December 2015, participants responded to a 5-point Likert scale questionnaire, ranging from Strongly Disagree to Strongly Agree, underscoring the pilot study's essential role in predicting the research's success or failure.
A total of twenty-five completed questionnaires were collected, and participants found all items to be clear and easy to understand, confirming the questionnaire's validity as it effectively measures the intended constructs (Belli, 2008) However, the middle scale option of "Neither Disagree nor Agree" was recommended for exclusion due to its inefficiency To ensure the reliability of the questionnaire, Cronbach’s Alpha was calculated for all items, as detailed in the following table.
Issues concerning Reading class time 0.867
Table 3.3: Reliability of the questionnaire
3.5.2 Analyses of data from the questionnaire
Research question 1: What are the characteristic patterns of demotivating factors perceived by students and teachers?
To analyze the demotivating factors affecting teachers and students, SPSS Statistics version 22 was utilized to compute descriptive statistics from the quantitative data The analysis, based on mean scores, agreement percentages, and standard deviations, revealed key insights into the perspectives of both groups This approach highlighted the most significant demotivating factors while also identifying aspects with low agreement and mean scores that could be deemed non-demotivating Additionally, the inclusion of standard deviation ensured the consistency and reliability of the collected data.
Research question 2: To what extent are teachers' perspectives different from students' in terms of the characteristic patterns of demotivating factors?
Research question 2 examined the contrasting perceptions of demotivating factors between teachers and students To address this, the study utilized the significance levels obtained from the Independent Samples T-test (SPSS version 22) to clarify and interpret the differences on specific issues among the two participant groups.
3.5.3 Analyses of data from the interviews
The insights gathered from interviews with teachers and students greatly enhanced the understanding of the questionnaire data Detailed notes were taken during these interviews and subsequently translated into English with the help of a supportive classmate from the Tesol 7 community This process not only provided clear evidence of in-depth discussions but also yielded significant suggestions and recommendations for improving English teaching and reading skills at NHC school in the future.
Summary of Chapter 3
This chapter outlines the methodology utilized in the study, detailing the research site, participants, instruments, data collection procedures, and data analysis Data was primarily gathered through pilot interviews and questionnaires targeting both teachers and students A comprehensive presentation of the data analysis will follow in the next section This chapter is crucial for the subsequent discussion and conclusion of the thesis.