INTRODUCTION
Background of the study
Motivation is a key factor in the success of second language (L2) learning, serving as both the initial drive to begin the learning process and a sustaining force to achieve goals (Astuti, 2013) Extensive research has shown that motivation significantly impacts students' language proficiency and overall achievement (Orío, 2013) For instance, a study by Bernard (2010) at Carnegie Mellon University revealed that motivation positively influences learning outcomes from elementary to intermediate levels This highlights the necessity for educators to implement strategies that enhance student motivation, ultimately fostering better academic performance.
Motivating students in the language classroom is a critical issue, as highlighted by Dornyei (2001) Various studies have explored strategies to enhance student motivation, yet most have relied on questionnaires to compare perspectives between students and teachers, raising concerns about the empirical validity of their conclusions While the significance of motivation in language learning is acknowledged, existing research often lacks robust evidence, as it primarily draws on subjective perceptions Therefore, there is a pressing need for empirical research to definitively assess the positive effects of teachers' motivational strategies on student motivation.
Students' perceptions of motivational strategies vary by age group, as highlighted in Astuti's 2013 study High school students identified two key motivational strategies: first, the importance of teacher rapport, which encompasses encouragement, trust, and respect; second, the impact of teachers' planning decisions, including classroom activities, feedback methods, classroom management, and learning resource selection Astuti's findings indicate that students feel more motivated when they have a positive relationship with their teachers and when lesson planning is effectively executed Conversely, a separate study by Cho and Teo reveals differing perceptions among grade nine students regarding their teachers' motivational strategies, suggesting that age and context influence how students respond to motivation in educational settings.
A 2013 study highlighted that a pleasant and relaxed classroom atmosphere is the top strategy for motivating ninth-grade students in language learning Effective methods include using dictionaries, allowing the use of students' mother tongues, recognizing their efforts, offering compliments, incorporating games, and utilizing diverse resources Research by Juriševič and Pižorn revealed that young language learners, particularly those aged seven to eleven, prefer engaging activities like games over reading and writing This age group exhibits unique characteristics, such as curiosity and an eagerness to speak the target language, which differ from older learners Therefore, further research is essential to explore the motivational strategy preferences of young students and to understand their perceptions of teachers' approaches.
In Vietnam, several studies have explored students' motivation and strategies to enhance English learning (Tran, 2007; Doan, 2011; Phan, 2010; Luu, 2011; Nguyen, 2015), primarily focusing on university students who recognize the significance of English for their education and careers Nguyen (2015) found that these university students are largely extrinsically motivated, learning English for career advancement and international communication In contrast, young learners in primary schools, who are just beginning their English education, lack these future-oriented motivations Additionally, the learning approaches of younger students differ significantly from those of older learners due to their unique characteristics (Harmer, 2007) Therefore, there is a pressing need for research that examines the perceptions of young learners in Vietnam's primary schools.
Motivation plays a crucial role in teaching and learning English, particularly among young learners who have distinct characteristics compared to older students In Vietnam, there is a scarcity of research focused on the motivations of young language learners, making it challenging for primary school English teachers to implement effective motivational strategies Therefore, there is a pressing need for studies that explore motivational strategies specifically tailored for young learners in Vietnamese primary schools.
The context of the study
In Vietnam, English has been a mandatory subject from grade six to grade twelve for many years, similar to other Asian countries In 2010, the Ministry of Education and Training launched the National Foreign Language 2020 Project (NFL 2020), which expanded English instruction to primary schools starting from grade three in 94 schools across 20 cities and provinces This initiative mandates that primary school English teachers conduct no more than 18 teaching periods per week, along with five additional periods dedicated to professional training NFL 2020 aims to enhance the accessibility and prevalence of English education among young learners at the primary level.
English language teachers in Vietnamese primary schools face significant challenges, primarily due to a lack of specialized training for teaching young learners Most teacher training programs focus on secondary and university education, leaving a gap in pedagogy for pre-service teachers aimed at younger students As a result, many primary school English teachers transition from secondary schools without adequate preparation, leading to a limited understanding of young learners' characteristics and psychology Additionally, outside major cities, many primary schools lack essential educational technology and aids, which are crucial for engaging young learners who thrive on interactive and hands-on learning experiences The absence of visual aids further hinders effective teaching, highlighting the need for improved training and resources to support English language education at the primary level in Vietnam.
Research on motivation in young learners at primary schools has been predominantly conducted in foreign countries, with a notable lack of studies in Vietnam Most existing research focuses on university students, leaving a gap in understanding the motivation of primary school learners Additionally, many English teachers at this level are trained for secondary education, resulting in insufficient preparation to engage young learners effectively Although some teachers receive additional training for teaching younger students, it remains inadequate, leading to a limited understanding of young learners' unique characteristics and challenges in motivating them This study aims to identify effective motivational strategies preferred by primary school students, with the hope that its findings will enhance language teachers' comprehension of their students and improve motivation in English classes.
The aims of the study
This study focuses on primary school learners' perceptions of motivational strategies, aiming to identify their preferred and disliked methods to enhance teaching effectiveness It also examines teachers' use of motivational strategies and their understanding of student motivation By addressing these aspects, the research seeks to contribute to the motivation literature in Vietnam, enabling English teachers in primary schools to develop strategies tailored to the unique characteristics of young learners The study is guided by two key research questions.
1 What are young learners’ perceptions on their teachers’ motivational strategies in English classrooms at Chu Van An primary school?
2 What are teachers’ perceptions on their learners’ motivation and their practices to motivate their young learners in English classrooms at Chu Van An primary school?
Significance of the study
At Chu Van An Primary School, English teachers are dedicated to implementing various strategies to enhance effective learning; however, they face challenges in their teaching methods This study aims to identify the preferred learning practices of young learners, enabling teachers to gain insights into their students' perspectives and apply appropriate strategies that will motivate them.
This thesis is structured into five chapters: Chapter one offers an overview of the study, detailing its background, context, aims, research questions, and significance Chapter two reviews the literature, focusing on motivation theories and strategies in language teaching, while establishing a conceptual framework based on the characteristics of young learners Chapter three outlines the research methodology, including design, sampling, tools, data collection procedures, and analysis Chapter four analyzes the data and discusses the findings Finally, chapter five concludes the thesis with suggestions, limitations, and recommendations for future research.
The outline of the thesis
This chapter reviews the literature on motivation in language teaching and learning, starting with key definitions and exploring the sources of motivation for young language learners in primary schools It then presents a conceptual framework for the study, following an examination of various motivational strategies employed in teaching English to young learners.
Motivation is one of the factors which leads to the success of someone,
Motivation is crucial for achieving long-term goals, as even highly talented individuals struggle without it (Dornyei and Csizer, 1998, p.203) Its significance spans across various aspects of life, making it a subject of extensive study The definition of motivation differs based on the perspective of the research field.
Motivation is an internal drive that compels individuals to take action towards achieving their goals, as defined by Harmer (2001) Lowen and Reinder (2011) further elaborate that motivation is a blend of desire and incentive that propels a person to engage in specific activities Additionally, Dửrnyei (2001) emphasizes that motivation encompasses not only the initial desire to start an activity but also the persistence and effort required to sustain and pursue it over time.
LITERATURE REVIEW
Definitions of terms
Motivation is one of the factors which leads to the success of someone,
Motivation plays a crucial role in achieving long-term goals, as even highly skilled individuals struggle to succeed without it (Dornyei and Csizer, 1998, p.203) Its significance spans across all aspects of life, making it a topic of extensive study over the years The definition of motivation varies based on different research perspectives, highlighting its complexity and importance.
Motivation is an internal drive that compels individuals to take action towards achieving their goals, as described by Harmer (2001) It consists of a combination of desire and incentive, according to Lowen and Reinder (2011), emphasizing that motivation originates from within a person Dửrnyei (2001) expands on this by highlighting that motivation encompasses not only the initial desire to engage in an activity but also the persistence and effort required to sustain it While it is clear that motivation begins internally, the influence of external factors should not be overlooked.
Motivation is influenced by both internal and external factors, as noted by Ushioda (2006), who emphasizes that it is "socially distributed" (Ruesch, 2009) According to Ryan and Deci (2000), motivation can be categorized into intrinsic and extrinsic types This indicates that an individual's drive is not solely derived from personal desires; external elements also play a significant role in encouraging individuals to initiate activities, sustain effort, and ultimately achieve their goals.
Motivation is not only a catalyst for initiating action but also a vital sustaining force throughout the learning process, particularly in language acquisition Dürnyei and Cheng (2007) define motivation as "an impetus to generate learning initially and later as a sustaining force to the tedious process of acquiring a target language." This perspective emphasizes that motivation is essential not just at the beginning of learning but also as a continuous encouragement that helps students persist in their long-term goal of mastering a new language Understanding motivation in this way highlights its role as a critical element that supports learners throughout their journey.
Motivation is a crucial element in research, though its definition varies among individuals Each researcher has a unique perspective on motivation, yet they commonly agree that it serves as the driving force that encourages action and provides the impetus to diligently pursue goals.
Motivation serves as the essential catalyst for initiating activities, making it crucial in all areas of human life In language teaching and learning, understanding how to effectively motivate students in the classroom is a significant concern, prompting numerous researchers to explore various motivational strategies.
According to Dửrnyei (2001), motivational strategies are techniques designed to encourage goal-related behavior in individuals These strategies involve consciously applied motivational influences aimed at achieving lasting positive outcomes This suggests that teachers can utilize specific methods to help students establish goals and adopt appropriate behaviors to attain them However, the definition primarily focuses on the motivational influences themselves, without addressing the sources of these influences.
Motivation in students is influenced not only by their internal drives but also by external factors, including teachers and cultural contexts According to Ushioda (2006), motivation is socially distributed and shaped by interactions within cultural systems (as cited in Ruesch, 2009) This highlights the importance of classroom activities, the language culture, and the role of educators in fostering student motivation Therefore, effective motivational strategies should consider both intrinsic and extrinsic sources to enhance students' engagement and learning outcomes.
Motivational strategies, as defined by Guilloteaux (2008, p.28), encompass instructional interventions by teachers aimed at stimulating students' motivation, alongside self-regulating strategies employed by students to manage their own motivation levels This indicates that motivation stems from both inherent student motives prior to language learning and those that develop during the process Therefore, motivational strategies not only involve teacher-led interventions to enhance students' motivation in the classroom but also include the individual strategies that students utilize to promote and sustain their own motivation for language learning.
Motivational strategies in learning, derived from both students and teachers, are essential techniques that educators use to harness and sustain students' motivation towards achieving their goals Regardless of their origin, these strategies aim to elicit, stimulate, and maintain students' enthusiasm for learning, ensuring they remain engaged and focused on reaching their desired outcomes.
Motivation in language learning
Motivation plays a crucial role in language learning, as highlighted by numerous researchers in the field According to Ellis (2008), motivation is the most extensively studied factor in language acquisition, underscoring its significance While other elements also contribute to the learning process, motivation remains the primary driver for successful language learning.
Success in language learning hinges on various factors, with motivation being a crucial element It serves as the primary impetus to begin learning a second language and acts as a driving force throughout the often lengthy and challenging process Without sufficient motivation, achieving language learning goals becomes difficult, as it not only initiates the learning journey but also provides ongoing encouragement to persevere.
In addition, the achievement of a student when studying a language is the result of motivation Masgoret and Gardner (2003, p.170) say that motivation is
Motivation is essential for students' success in learning a second language, as it drives them to progress in the learning process (Orío, 2013) Research by Bernaus et al (2009) in Spain highlighted the significant impact of teacher motivation on classroom strategies, which in turn influenced student motivation and achievement Similarly, Bernard (2010) found that motivation and engaging classroom activities positively affected student outcomes among participants at Carnegie Mellon University Overall, the findings underscore that without student motivation, achieving success in language learning is unlikely, emphasizing its critical role in the educational process.
Sources of motivation of young language learners at primary schools
Young learners are motivated by various factors, including teachers, parents, peers, their environment, and their own internal drives According to Ryan and Deci's self-determination theory (2000), motivation primarily stems from two sources: intrinsic motivation, which arises from within the individual, and extrinsic motivation, which is influenced by external factors.
Intrinsic motivation is the drive to engage in activities due to their inherent interest and enjoyment This internal motivation arises when individuals find tasks satisfying and meaningful For instance, a student may feel curious about learning a new language, driven by the desire to explore its differences from their mother tongue, leading to a sense of accomplishment upon mastering it Similarly, a reader may be drawn to a book because of its exciting content, finding joy in the exploration of its information Ultimately, intrinsic motivation fuels the satisfaction and interest that encourage individuals to take action and invest effort in achieving their goals.
Extrinsic motivation originates from external sources, driving learners to study English for rewards, grades, or praise rather than for intrinsic enjoyment or interest (Ng and Ng, 2015) For example, a student may work hard to achieve high marks to impress peers or meet parental expectations, often finding little enjoyment in the process Common forms of extrinsic motivation include rewards and punishments; a teacher might impose a fine for not learning vocabulary while offering incentives like candy or high marks for compliance Consequently, learners are motivated to complete tasks primarily to avoid negative consequences or to gain tangible rewards, indicating that their engagement stems from external pressures rather than personal satisfaction In summary, extrinsically motivated learners pursue language acquisition for external validation and to evade punishment.
Intrinsic motivation stems from an individual's personal interest and satisfaction, while extrinsic motivation arises from external rewards or consequences Both types of motivation significantly influence learners' engagement in the learning process, yet intrinsic motivation is often regarded as more beneficial According to Levesque et al (2010), individuals driven by intrinsic motivation tend to achieve better outcomes compared to those motivated extrinsically For language learners, intrinsic motivation—rooted in enjoyment and interest—promotes sustained learning and retention In contrast, extrinsically motivated learners rely on external incentives, such as rewards or punishments, which can diminish their motivation if these external factors are removed Korb (2014) notes that while extrinsic motivation can effectively influence short-term behavior, it rarely fosters long-term engagement unless sustained indefinitely Furthermore, extrinsic motivation can negatively impact intrinsic motivation; when learners focus on external rewards, their intrinsic interest may wane Overall, intrinsic motivation is generally more advantageous than extrinsic motivation in promoting enduring learning experiences.
In conclusion, there are two primary types of motivation in learning: extrinsic motivation, which comes from external sources, and intrinsic motivation, which originates from within the learners themselves However, intrinsic motivation is more crucial as it supports long-term learning and fosters a sense of interest, enjoyment, and fun in the educational process.
Motivational strategies in teaching English to young learners at primary schools
Young learners are those whose ages are from seven to twelve (Djigunovic,
Young learners in primary school, specifically those in grades two to five, exhibit distinct characteristics that influence their learning styles Unlike adult learners who can effectively memorize grammar rules, young learners often struggle with concentration and memory, making it essential for them to engage with material through interactive methods such as rhythm, songs, and visuals To effectively motivate these young learners, teachers must first understand their unique traits compared to older students This article will explore the characteristics of young learners and propose motivational strategies tailored to their specific needs.
2.4.1 Stimulating young learners’ active participation
Young learners are characterized by their high energy and curiosity, which drives them to actively explore their surroundings (Badriah, 2011) Unlike older students, young language learners are less inhibited and more willing to engage, often responding even when they do not fully understand the questions posed to them (Demetriou, 2014) This openness presents significant advantages in language acquisition, as young learners are more likely to practice the language taught in class, despite making mistakes They enthusiastically repeat new words or phrases to aid retention and are willing to participate in activities without fully grasping the underlying concepts (Cameron, 2001) This eagerness allows teachers to effectively motivate young learners to engage in English language practice, leveraging their natural activeness to enhance the learning experience.
To enhance young learners' engagement in the classroom, implementing playful activities is essential Research indicates that play significantly boosts intrinsic motivation, making students feel relaxed and excited while learning English (Bacha, n.d) Le's 2013 study further supports this, showing that students can effectively review and retain vocabulary through games By incorporating games, puzzles, drawing, and physical movement into lessons, teachers can facilitate easier learning of English words Therefore, utilizing play as a strategy is crucial for stimulating active participation among young language learners.
Dửrnyei (2001) emphasizes the importance of collaborative learning, suggesting that students should engage in pair work, group work, or whole class assignments to enhance their motivation and refresh their learning experience Pressley et al (2003) support this notion, highlighting that cooperation in learning boosts both motivation and achievement Tasks should be designed to be sufficiently large so that individual completion is impossible, necessitating cooperative efforts Incorporating competition among pairs and groups can further motivate young learners, as noted by Rehman and Haider (2013), who assert that positive competition encourages students to work harder and learn from their peers.
To effectively motivate young learners in the English classroom, it is essential to encourage their active participation Strategies such as pair work, group activities, whole class engagement, and competitive games can significantly enhance student involvement and make learning more dynamic and enjoyable.
Another characteristic of young language learners is curiosity Len et al
Young learners possess an innate curiosity about their surroundings, often asking "why," which plays a crucial role in enhancing their learning experiences (2016) This trait not only prepares the brain for learning (Stenger, 2014, p.1) but also aids in the retention of unexpected information For instance, a curious learner tackling a math problem can easily recall previously learned formulas that may have been forgotten Teachers can leverage this characteristic of curiosity to effectively teach English, fostering a more engaging and productive learning environment.
Curiosity plays a vital role in the learning process for young learners, as it drives them to explore and discover new concepts However, this same curiosity can lead to distractions, given their naturally short attention spans According to Brewster et al (2008), young learners tend to lose interest in activities quickly, necessitating that teachers limit activities to 10 to 15 minutes to maintain engagement (Shin, 2006) When students become distracted, it becomes challenging for teachers to keep them motivated, as their focus shifts away from the lesson Thus, while curiosity is a powerful motivator, teachers must actively work to sustain learners' attention to enhance the educational experience.
To effectively maintain the attention of young learners, it is crucial to implement motivational strategies that include varying learning tasks Research suggests that activities should last around 15 minutes, as young learners struggle to focus beyond this duration By incorporating a mix of engaging classroom activities, teachers can prevent boredom and minimize distractions Badriah (2011) highlights that short, focused activities are key to sustaining children's motivation and attention It is important to ensure that while activities are varied, they remain thematically consistent to enhance learning continuity.
According to research from 2006, engaging in varied activities can effectively "recycle the language and reinforce students’ understanding and use of it" (p.2) However, it's crucial that these activities are interconnected within the same thematic unit; otherwise, learners may lose focus on the core lesson To sustain learners' attention, transitioning between activities periodically is an effective strategy.
Moreover, young learners are interested in talking about their lives (Harmer,
2007), this characteristic can be used to maintain learners’ attention The teachers could connect the topic of the lesson or the learning activity to learners’ daily lives
To maintain learners' attention, it's essential to create a familiar and engaging environment by incorporating relatable content, such as stories and humor, while ensuring tasks are appropriately challenging According to Kirk (n.d), overly difficult tasks can lead to feelings of anxiety and disengagement, causing students to lose motivation (Cameron, 2001) Therefore, tasks should be slightly beyond their current abilities to keep them interested Additionally, allowing students to choose their learning activities fosters a sense of ownership and responsibility (Williams and Williams, n.d) To further invigorate the classroom experience, teachers can introduce unexpected elements, like guest speakers or student presentations, which can spark curiosity and exploration (Mart, 2011) Overall, employing strategies such as connecting lessons to students' everyday experiences, varying task difficulty, enhancing task appeal, breaking classroom monotony, and providing choices can significantly enhance learner engagement.
Building self-confidence in young learners is crucial for motivating them to learn English According to Benabou and Tirole (2001), self-confidence significantly enhances learners' motivation to engage in activities and overcome obstacles When students believe in themselves, they are more likely to pursue their goals with determination Conversely, a lack of self-confidence can lead to feelings of fear, failure, and anxiety, which may hinder their willingness to participate in classroom activities Therefore, fostering self-confidence is essential for increasing motivation and encouraging active engagement in learning.
(Tuncel, 2015) Knowing the vital role of learners’ self-confidence in learning, there are some strategies to build learners’ confidence
Teachers can significantly boost students' confidence by encouraging them to believe in their abilities and strengths As noted by Williams and Williams, "Success creates self-confidence, which in turn makes students more inclined to engage in learning." Incorporating achievable tasks in the classroom is essential for fostering this confidence, while also providing opportunities for students to publicly demonstrate their skills can further enhance their self-esteem and motivation to learn.
Extrinsic motivation in students stems from external factors such as rewards, grades, and praise, prompting teachers to develop strategies that enhance this type of motivation According to Henderlong and Lepper (2002), praising young learners can significantly boost their motivation and self-esteem However, Pressley et al (2003) caution that extrinsic rewards should be used judiciously, as they may negatively impact intrinsically motivated students by shifting their focus from genuine interest to the pursuit of rewards In addition to praise and grades, celebrating students' successes can also serve as a powerful extrinsic motivator, leading to feelings of satisfaction and accomplishment among learners.
Enhancing learners' self-confidence is crucial for boosting their motivation in the learning process Effective strategies to foster this self-confidence include encouraging students to trust in their abilities, designing achievable tasks, showcasing their skills publicly, and providing praise, rewards, and celebrations for their successes.
2.4.4 Integrating interaction into teaching young learners
Young learners often struggle to discuss language concepts, making abstract ideas more challenging for them to grasp (Cameron, 2001) Unlike adult learners who can memorize grammar rules through formulas, young learners may become confused and disinterested if taught in this manner To enhance their learning experience, educators should incorporate interactive methods into teaching, which can facilitate effective understanding without relying solely on language to explain language.
METHODOLOGY
Research design
This study aims to investigate young language learners' perceptions of their teachers' motivational strategies in English classes at Chu Van An primary school By employing a case study methodology, the research seeks to provide teachers with insights into effective practices for motivating their learners Data collection involves a questionnaire for young learners to capture their views on motivational strategies, as well as interviews with teachers to understand the strategies they employ and their perceptions of student motivation As highlighted by Dürnyei (2001), motivational strategies are intentionally applied to create a lasting positive impact, which can be better understood through participants' self-reported experiences The findings from the questionnaire and interviews will be presented in detail in the subsequent sections.
Sampling
A study conducted at Chu Van An Primary School in Dong Nai province involved approximately six classes per grade, each containing 30 to 35 students English language instruction began in grade three, with learners attending two to three sessions weekly Unlike other subjects, English was taught in a dedicated, well-equipped classroom featuring a CD player, projector, computer, and educational materials, including the "Family and Friends Special Edition" textbook, along with English vocabulary displayed on the walls.
The study explores the perceptions of young learners and the motivational practices employed by their English teachers, focusing on the experiences of both groups Participants include young learners and their English instructors, with detailed descriptions provided below.
A total of 212 young language learners, aged between nine and eleven, participated in the questionnaire for this study The participants were divided into seven classes, with four classes in the fourth grade and three in the fifth grade Table 3.1 provides a summary of the demographic information of the respondents, categorized by gender and class.
Table 3.1 Distribution of learner respondents by gender and class
The study involved two English teachers from a primary school, both of whom had prior experience at secondary schools in the district Teacher A brought 19 years of English teaching experience, with only one year dedicated to young learners at the primary level In contrast, Teacher B had less overall experience but had spent more than six years teaching at the primary school.
Research tools
This study utilized two primary tools: questionnaires for learners and interviews with teachers, to investigate learners' perceptions of their teachers' motivational strategies and teachers' views on student motivation along with their methods for fostering it Detailed descriptions of these research tools are provided below.
This study investigates the perceptions of young learners at Chu Van An Primary School regarding the motivational strategies employed by their English teachers in the classroom A questionnaire featuring 27 motivational strategies, outlined in the study's conceptual framework, was utilized It employs a three-point Likert scale represented by three facial expressions: a smiling face for "Like," a neutral face for "OK," and a sad face for "Do not like." To accommodate the young learners' limited English proficiency, all questionnaire items were translated into Vietnamese, ensuring clarity and comprehension The complete questionnaire can be found in Appendix A.
This research primarily aims to assess young learners' perceptions of their teachers' motivational strategies in English classrooms Additionally, it investigates the motivational strategies employed by teachers and their views on students' motivation To achieve this, interviews with teachers are conducted, featuring 11 open-ended questions that align with the conceptual framework outlined in the previous chapter These questions are designed to elicit in-depth insights into teachers' motivational practices To facilitate comfortable communication, all interview questions were translated into Vietnamese, allowing both the researcher and teachers to engage in their native language Detailed information about the interview questions can be found in Appendix B.
Data collection procedure
3.4.1 Procedure for collecting questionnaires to learner respondents
The distribution of questionnaires to fourth and fifth-grade learners occurred between March 13 and March 24 Initially, the researcher sought permission from English teachers and requested the class schedules for these grades Subsequently, the teachers organized the logistics, accommodating approximately 15 students for the questionnaire delivery.
Twenty minutes prior to selected classes, the researcher distributed questionnaires to students, ensuring they understood the study's purpose and the confidentiality of their responses After reading the instructions, learners completed 27 questionnaire items in approximately 15 minutes.
3.4.2 Procedure for interviewing teacher respondents
The researcher conducted teacher interviews over two days, March 27th and 29th, ensuring sessions lasted approximately 45 minutes and were scheduled during teachers' free periods Prior to the interviews, the study's objectives were clearly communicated to the teachers, along with assurances of confidentiality regarding their personal information and responses The interviews followed a prepared set of questions, as outlined in Appendix B, while also allowing for additional inquiries based on the teachers' responses to gather more in-depth insights Each session was meticulously recorded for subsequent analysis.
Data analysis
This study aimed to explore young learners' perceptions of their teachers' motivational strategies in English classrooms through data collected from questionnaires and interviews The questionnaire responses from learners were analyzed using SPSS version 20, with Cronbach's alpha employed to assess the reliability of the 27-item questionnaire, yielding a score of 0.719, indicating acceptable internal consistency The percentage and mean scores of learners' responses were calculated to derive results Additionally, teachers' interview responses were transcribed and coded into themes to address their motivational practices and perceptions regarding learners' motivation The study also compared the data from learners and teachers to identify similarities and differences in their perceptions of motivational strategies in English classrooms.
This chapter outlined the methodology and sampling for the study, utilizing two primary tools: questionnaires for learners and interviews for teachers These tools aimed to investigate young language learners' perceptions of their teachers' motivational practices, as well as teachers' views on their learners' motivation and their strategies for fostering engagement in the English classroom Additionally, the chapter detailed the data collection procedures and analysis methods The following chapter will present the results from the learners' questionnaires and teachers' interviews, along with a discussion of the findings.
RESULTS AND DISCUSSION
Data analysis
4.1.1 Results of questionnaire to learners
The article discusses 27 motivational strategies for learners, categorized into six macro strategies: stimulating active participation, maintaining attention, building self-confidence, integrating interaction, creating a supportive classroom atmosphere, and demonstrating appropriate teacher behaviors The questionnaire results were analyzed across these categories, presented in percentages, including missing answers and mean scores A mean score between 1.00 and 1.67 indicates that young learners favor the strategy, while a score between 1.67 and 2.34 suggests neutrality Conversely, a score above 2.34 indicates a lack of preference among young language learners Detailed results are provided below.
4.1.1.1 Learners’ perceptions on strategies to stimulate their active participation
The article outlines four micro strategies aimed at enhancing learners' active participation, which were assessed through questions 1 to 4 in a questionnaire directed at learner respondents The findings from these questions are summarized in Table 4.1 below.
Strategies Like () OK () Do not like ()
Q1 Doing activities in pairs, groups or whole class
Q2 Competing between pairs and groups
Q3 Moving your seat when doing learning tasks
Table 4.1 Strategies to stimulate learners’ activeness
Table 4.1 highlights learners' perceptions of their teacher's strategies to encourage active participation in English classes, revealing that most students prefer activities involving pairs, groups, competition, movement, and games, with mean scores ranging from over 1.00 to below 1.67 Notably, 81.1% of young learners favored playing games as their top activity, while competition between pairs or groups was the least favored at 58.0% Activities in pairs and groups received positive responses at 68.4% and 64.2%, respectively Interestingly, nearly half of the learners found competition between pairs or groups to be uninteresting, yet about two-thirds enjoyed collaborative work in pairs, groups, or whole class settings This indicates a strong preference for cooperative learning over competitive scenarios, with playing games emerging as the most effective strategy to enhance engagement in English classrooms.
4.1.1.2 Learners’ perceptions on practices to maintain learners’ attention
The strategies to maintain learners’ attention in their English class were ranged from question 5 to 10 Young learners’ perceptions on those six strategies were shown in table 4.2 below
Q5 Learning subjects relating to your everyday experience
Q6 Doing various kinds of tasks in one period
Q8 Including stories, humor, fantasy element and your interest in task content
Q9 Doing something different from class routine
Q10 Having chance to choose the topics, the tasks or the activities
Table 4.2 Strategies to maintain learners’ attention
Table 4.2 reveals young learners' preferences for teachers' strategies to maintain attention, with 88.7% favoring the inclusion of stories, humor, fantasy elements, and relevance to their interests, while only 1.9% expressed dislike for this approach In contrast, nearly 54% of learners disliked engaging in difficult tasks Approximately one-third of students supported varying from class routines, while nearly half considered it acceptable Other strategies, such as relating subjects to everyday experiences, incorporating diverse tasks within a single period, and allowing choices in topics or activities, garnered around 50% support Overall, the findings suggest that storytelling and engaging content are the most effective strategies for maintaining learners' attention, while challenging tasks are the least favored.
4.1.1.3 Learners’ perceptions on strategies to build learners’ self-confidence
To enhance young learners' self-confidence, five effective strategies were proposed to gather their perceptions The findings regarding learners' views on these five teaching practices were derived from questions 11 to 15, as illustrated in Table 4.3 below.
Q11.Teacher’s encouragement of believing in your strength and abilities
Q12 Doing tasks which you can successfully complete
Q13 Display your skill in public 72
Q14 Getting tangible and intangible rewards
Table 4.3 Strategies to build learners’ self-confidence
Table 4.3 illustrates teachers' strategies for enhancing learners' self-confidence in English classrooms, revealing that most strategies are favored by students, with mean scores between 1.25 and 1.89 Notably, the strategy of publicly displaying learners' skills received a neutral response, with about half of the students indifferent, and only slightly over a third expressing a preference for it, marking it as the least popular strategy In contrast, a significant majority (90.6%) of young learners showed a strong interest in receiving tangible and intangible rewards Other effective strategies, such as teacher encouragement, manageable tasks, and celebrating accomplishments, also garnered high preference rates of 77.4%, 62.3%, and 75.9%, respectively The data highlights that while rewards are highly appealing to learners, the public display of skills is less favored, though its dislike rate did not exceed one-third.
4.1.1.4 Learners’ perceptions on strategies to integrate interaction into learning English
Teachers’ practices to integrate interaction into their teaching English had 4 micro strategies, which were shown in question number 16 to 19 The data of these four strategies were in table 4.4 below
Q17 Seeing and/or touching concrete things relating to the lesson
Q18 Learning culture of English speaking countries
Q19 Having opportunities to practice English in real life situations
Table 4.4 Strategies to integrate interaction into teaching
Table 4.4 highlights the preferences of young language learners regarding their teachers' interactive practices Visual aids emerged as the most favored strategy, with 67.5% of learners expressing a preference for this method The remaining strategies garnered approximately equal support, with learners showing a greater interest in learning about the culture of English-speaking countries (55.7%) compared to opportunities for real-life English practice (44.3%) Notably, over one-third of learners found real-life communication opportunities to be neutral in interest Overall, visual aids were identified as the top choice for young learners, while real-life practice opportunities received less enthusiasm.
4.1.1.5 Learners’ perceptions on strategies to create pleasant and supportive classroom atmosphere
Questions 20 to 23 highlighted the strategies employed by teachers to foster a pleasant and supportive atmosphere in their English classrooms Table 4.5 presents the data reflecting learners’ perceptions of these four strategies.
Q21 Getting positive information feedback on your progress
Q22 Knowing that making mistake is a part of learning process
Q23 Having teachers’ encouragement to take risks in learning
Table 4.5 Strategies to create pleasant and supportive classroom atmosphere
Table 4.5 reveals the preferences of primary school English teachers for creating a supportive classroom atmosphere The two most favored strategies among young learners were incorporating humor and providing positive feedback on their progress, with scores of 67.5% and 70.3%, respectively Notably, the strategy emphasizing that mistakes are a natural part of learning received the highest mean score of 1.95, indicating that while many learners accepted this notion, only 23.6% favored it Additionally, the interest in teacher encouragement was marginally higher, with only 10% more learners expressing enthusiasm compared to those with neutral opinions Overall, the findings suggest that young learners prioritize positive feedback on their progress while acknowledging that mistakes are a normal aspect of the learning journey.
4.1.1.6 Learners’ perceptions on their teachers’ behaviors
Questions from number 24 to number 27 presented the practices which were suggested for teachers to behave towards their learners Table 4.6 below showed the data of learners’ perceptions on those practices
Q26 Getting social comparison with other classmates
Q27 Getting humiliating criticism or being put in the spotlight unexpectedly
The table presents four strategies for demonstrating appropriate teacher behavior in English classrooms, highlighting a clear preference among young learners The findings indicate that the most favored strategies are fostering teacher care and building rapport, with preference scores of 73.6% and 66.0%, respectively Conversely, the strategies involving social comparison with peers and humiliating criticism, as well as being unexpectedly put in the spotlight, were the least favored, garnering only 3.8% and 3.3% support Notably, approximately one-third of learners expressed acceptance of social comparison and humiliation, suggesting these approaches are particularly unfavorable for young learners.
Table 4.6 Strategies to display appropriate teacher behaviors
The article presents a summary of 27 motivational strategies based on learners' perceptions, as detailed in Table 4.7 This table organizes the questionnaire results from young learner respondents, ranking the strategies from the most favored (number 1) to the least favored (number 27).
Learners’ perceptions on their teachers’ motivational strategies in
2 Including stories, humor, fantasy element and learners’ interest in task content
4 Teacher’s encouragement of believing in your strength and abilities
7 Getting positive information feedback on learners’ progress
8 Doing activities in pairs, in groups or whole class
11 Having rapport with their teachers
12 Moving seat when doing learning tasks
13 Doing tasks which learners can successfully complete
14 Having chance to choose the topics, the tasks or the activities
15 Competing between pairs or groups
16 Learning culture of English speaking countries
17 Seeing and/or touching concrete things relating to the lesson
18 Having teachers’ encouragement to take risks in learning
19 Having opportunity to practice English in real life situations
20 Doing various kinds of tasks in one period
21 Learning subjects relating to learners’ everyday experience
22 Doing something different from class routine
23 Displaying learners’ skills in public
24 Knowing that making mistakes is a part of learning process
26 Getting social comparison with other classmates
27 Getting humiliating criticism or being put in the spotlight unexpectedly
Table 4.7 Summary of learners’ perceptions on their teachers’ motivational strategies
4.1.2 Results of interviews to teachers
This section outlines the findings from interviews conducted with teachers at Chu Van An Primary School, highlighting their insights on enhancing student motivation and engagement The teachers discussed various strategies to encourage active participation, maintain student attention, build self-confidence, integrate interaction into their teaching methods, foster a supportive atmosphere, and exhibit appropriate teacher behaviors Detailed results from these interviews are provided below.
4.1.2.1 Young learners’ motivation at Chu Van An primary school from their teachers’ perceptions
Both teachers recognized varying motivation levels among their young learners Teacher A attributed these differences to individual students and their family backgrounds, while Teacher B noted that motivation varied across different classes Despite this, Teacher A observed that most learners lacked motivation to learn English, citing several reasons for this low engagement.
Many young learners lack awareness of the importance of learning English, which diminishes their motivation to study Additionally, their age often leads to a lack of consideration for their educational needs Furthermore, in some local areas, few parents are able to support their children's learning, resulting in only a small percentage of students developing a positive attitude towards education.
Teacher A identifies three key factors contributing to the low motivation levels among young learners: a lack of awareness regarding the importance of their learning, insufficient parental support for their English studies, and their young age.
On the other hand, teacher B suggested one way to recognize the classes which had high motivated learners She stated that:
Discussion of results
This section analyzes data categorized into six key areas: strategies for enhancing learners' active participation in classroom activities, learners' attention, self-confidence, interaction during learning, the creation of a pleasant and supportive classroom atmosphere, and teacher behaviors The aim is to present the findings of this study effectively.
4.2.1 Strategies to stimulate learners’ active participation
Young learners are energetic and active, making it essential to implement strategies that encourage their participation in classroom activities This study highlights that both learners and teachers recognize the effectiveness of these strategies in fostering engagement.
Table 4.8 highlights that while teachers recognize the benefits of incorporating movement in classroom tasks to engage young learners, they often overlook this strategy Allowing students to move around instead of remaining seated can enhance their energy and curiosity However, with class sizes ranging from 30 to 34 students, maintaining control becomes challenging, leading to potential disorder as students may distract each other Teachers also express concerns about noise disrupting other classrooms Despite students' preference for movement to boost engagement, effective implementation of this strategy necessitates teachers developing techniques to manage their classrooms effectively while achieving educational objectives.
4.2.2 Strategies to maintain learners’ attention
Adjusting task difficulty to match learners' abilities is often seen as a way to keep their attention; however, this study indicates that learners do not perceive challenging tasks as problematic While Cameron (2001) argues that difficult tasks can hinder young learners' interest and motivation, participants in this study viewed such tasks as a normal part of learning Teachers can effectively incorporate difficult tasks without diminishing motivation by employing scaffolding techniques, which enhance learner engagement (Hardjito, 2010) Scaffolding involves providing various forms of support, such as hints and structured steps, to help learners succeed Additionally, teachers in this study utilized task modeling and explained instructions in Vietnamese to aid learners in overcoming challenges, demonstrating that appropriate assistance enables learners to tackle difficult tasks successfully.
The study highlights the significance of extrinsic motivational factors for young learners, who are often driven by the desire for praise, grades, and rewards from teachers However, excessive reliance on these extrinsic motivators can diminish intrinsic motivation, which is fueled by personal interest and enjoyment in learning English When rewards overshadow intrinsic satisfaction, learners may disengage when such incentives are absent Intrinsic motivation is crucial as it fosters long-term engagement and a genuine love for learning Additionally, the study notes that teachers sometimes use punishment to manage classroom behavior, which can help maintain discipline but may also negatively impact motivation if learners perceive punishment as the primary driver for learning Therefore, while extrinsic factors like rewards and punishment can motivate young language learners, they must be applied judiciously to avoid undermining intrinsic motivation.
4.2.4 Strategies to integrate interaction into teaching
In this study, learners expressed a strong interest in using visual aids for their education, yet their teachers rarely incorporated these tools into their teaching methods Although teachers employed various engaging activities such as singing, games, storytelling, and chanting, visual aids—recognized as effective motivators for grasping abstract concepts (Yunus et al., 2013, p.115)—were noticeably absent The classroom was equipped with a projector and a computer, utilizing the iTool application from the textbook "Family and Friends," but the teachers seldom utilized the computer due to limited teaching time, having only two periods to cover a four-page unit Additionally, teachers reported a lack of confidence in their computer skills, which hindered their ability to access supplementary online materials Despite acknowledging the significance of visual aids in English language instruction, their implementation remained inadequate.
The study revealed that young learners did not perceive real-life English practice as beneficial, largely due to the lack of implementation by their teachers While teachers acknowledged the importance of practice, they primarily focused on rote repetition of sentences and vocabulary rather than engaging students in practical applications of the language This disconnect may explain the learners' low appreciation for opportunities to use English in real contexts, despite recognizing its value To enhance these opportunities, teachers could consider organizing outings to public venues like museums or parks frequented by foreigners; however, such initiatives are often unfeasible in rural primary schools Ultimately, the learners' limited appreciation for real-life practice can be attributed to both teacher practices and the challenging conditions of their educational environment.
4.2.5 Strategies to make pleasant and supportive classroom atmosphere
The study revealed that young learners were generally uninterested in teachers' explanations about mistakes being a natural part of the learning process and the encouragement to take risks While such encouragement is known to foster innovation and success in learning (Shallenberger, 2015; Kusumaningputri, 2012), the teachers in this study failed to actively promote a risk-taking mindset or reassure students about the value of making mistakes Although teachers emphasized the importance of encouraging students to try their best in the future, they neglected to highlight the significance of embracing mistakes and taking risks, which are crucial for effective learning.
4.2.6 Strategies to show appropriate teacher behaviors
This study highlights the crucial role teachers play in motivating learners, as their behaviors can significantly influence students' motivation either positively or negatively It emphasizes the importance for teachers to be mindful of their actions in the classroom, as inappropriate behaviors can lead to demotivation (Kaboody, 2013) While teacher care is essential for understanding learners' needs in English education, an overabundance of care may diminish respect from students, leading to disruptive behavior and a lack of seriousness in learning To maintain credibility and authority, teachers must strike a balance in their caring approach, ensuring that they engage with students without compromising their professional standing (Teven, 2007).
Young learners often feel uncomfortable when unexpectedly put on the spot in class, which contrasts with teachers' views that such practices can enhance student engagement and confidence Teachers frequently use this method to gauge understanding and encourage quieter students, but it can lead to anxiety and a sense of insecurity among learners To foster a more supportive classroom environment, educators should consider assigning specific tasks in advance, allowing students to prepare and reducing the pressure of unexpected questioning Collaborative learning, such as working in pairs or groups, can further alleviate anxiety and boost motivation and achievement among students (Pressley et al., 2003).
The comparison between young learners and their classmates emerged as the second least favorable strategy in this study, contrasting with previous research by Ruesch et al (2012), where it was ranked eighteenth This discrepancy can be attributed to two key factors: the age of participants and cultural context While Ruesch et al focused on mature university students, this study involved younger learners aged nine to eleven, and the cultural differences between North America and Vietnam further influenced their perceptions Instead of peer comparisons, this study suggests that providing feedback and encouragement based on task performance is more beneficial, as young learners expressed a preference for ability feedback and encouragement.
Summary of major findings
27 motivational strategies were used to ask young learners for their perceptions on then the analysis of data was discussed The study shows some major findings as followed
To enhance young learners' active participation in classroom activities, teachers adopted strategies that aligned with students' preferences However, students expressed a desire for the freedom to move their seats during tasks, a request that teachers often hesitate to accommodate due to concerns about potential noise and disorder.
Challenging tasks are not seen as barriers by young learners, as those who enjoy them outnumber those who dislike them Occasionally assigning difficult tasks can effectively engage learners and break the monotony of routine assignments tailored to their abilities.
The study highlights that young learners are significantly motivated by extrinsic factors such as praise, rewards, grades, and recognition of their achievements Teachers also believe that these incentives are essential for motivating students Additionally, some educators view punishment as a necessary tool to ensure student obedience and to prevent disruptions that could hinder the learning experience of their classmates.
Teachers often overlook the use of visual aids and real-life practice in English instruction, despite young learners showing a strong interest in these methods To enhance interaction in English teaching and learning, it's crucial to incorporate visual aids and provide opportunities for students to practice English in authentic contexts However, factors such as limited lesson time, teachers' insufficient computer skills, and the school's conditions contribute to a lack of focus on these essential practices.
The study highlights that teachers recognize the significance of encouraging their students, yet their support often only motivates learners to try harder in the future Effective encouragement should also empower students to take risks and embrace mistakes, as this approach can significantly boost innovation in the learning process.
From the perspective of young learners, the most significant factor influencing their motivation is the care shown by their teachers Young learners desire a nurturing relationship with their educators, as it fosters understanding and connection Teachers acknowledge the importance of caring for their students; however, they also recognize that the level of care must be balanced appropriately.
Young learners expressed strong discontent regarding being compared to their classmates and being unexpectedly called upon, viewing these practices as highly unfavorable Teachers, however, believe that avoiding public comparisons is essential, while unexpectedly engaging students can be beneficial for assessing understanding and promoting participation This highlights a significant gap between students' feelings and teachers' perspectives on classroom dynamics.
In conclusion, the study identified six key aspects influencing young learners: active participation in classroom activities, attention levels, self-confidence, interaction during learning, a pleasant and supportive classroom atmosphere, and teacher behaviors While certain strategies were found to be engaging and motivating for the learners, others did not align with their preferences.
