ABSTRACT This study aimed to examine the factors influencing tertiary students’ speaking motivation in the classroom, especially the teaching strategies and techniques employed by lectur
INTRODUCTION
Identification of the problems and rationale for the study
Motivation is crucial for success in any endeavor, especially learning, where it fuels the pursuit of learning goals and enhances enjoyment Successful learning, often demanding and stressful, hinges on motivated learners (Filgona et al., 2020) While education is compulsory, teachers bear the primary responsibility for motivating students, many of whom lack intrinsic drive.
Non-English majors at the research site demonstrated low English learning motivation, finding the process challenging and often struggling to focus in class, frequently engaging in off-task behaviors like using phones or completing other subjects' work Many students resisted assignments and classroom activities, highlighting a need to investigate factors impacting motivation and improve learning outcomes.
Non-English majors often undervalue English, lacking motivation for outside practice and hindering progress Their elementary level makes professional English acquisition challenging, necessitating a strong general English foundation first.
Therefore, this study aims at researching factors influencing these learners’ motivation in their English language learning process.
Aims of the study and research questions
This study investigates key factors influencing tertiary students' English speaking motivation in classrooms and effective teaching strategies for enhancing this motivation It addresses two research questions: [Insert the two research questions here, concisely rephrased if needed].
1 What factors influence non-English majors’ motivation to speak English in the classroom?
2 What teaching strategies are effective to motivate non-English majors’ willingness to speak English in class?
Significance of the study
This study identifies factors influencing English speaking motivation among Vietnamese non-English major tertiary students, informing teachers on how to optimize classroom activities.
Understanding learner motivation and demotivation is crucial for effective ESL teaching This review examines key motivational theories in second language acquisition Armed with this knowledge, teachers can design engaging activities and employ effective motivational strategies to boost student engagement.
Scope of the study
This study investigates factors influencing English-speaking motivation among second-year non-English-majoring undergraduates in an "English for Electrical and Electronics Engineering 4" course Classroom, teacher, peer, self, and career-related factors are examined to identify effective methodologies for enhancing speaking motivation.
Method of the study
This study employed a mixed-methods approach, utilizing a questionnaire based on Keller's (2010) ARCS model of motivation and interviews The questionnaire surveyed students, while interviews involved both students and teachers.
Structure of the thesis
The study will consist of five chapters
Chapter 1: Introduction – provides a brief description of the identification of problems, rationale for the study, aims of the study and research questions, the scope and significance of the study, and the method of the study
Chapter 2: Literature review – covers the overview of the literature which includes relevant theoretical background and reviews of related studies concerning the factors influencing learners’ motivation in learning
Chapter 3: Research Methodology – describes the research methods, research procedures and data analysis procedures of the study
Chapter 4: Findings and Discussion – presents and analyzes the findings and gives possible explanations
Chapter 5: Conclusion – provides a summary of the study, points out the implications and limitations, and makes some suggestions for further research.
LITERATURE REVIEW
Motivation
Motivation, the driving force behind actions and behaviors (Narayanan, 2006), is defined variously as the desire to achieve a learning goal coupled with positive attitudes (Gardner, 1985), a combination of desire and energy directed towards an objective (Oxford & Shearin, 1994), and the internal impetus to act or refrain from acting (Broussard & Garrison, 2004).
Motivation, as defined by Dữrnyei (1990), encompasses internal and external factors influencing individual actions, while Oxford (1996) highlights its crucial role in learner engagement.
Integrative motivation, as defined by Gardner and Lambert (1959), drives language learning for personal growth and cultural immersion within the target language community Conversely, instrumental motivation (Brown, 2000; Gardner, 1985) focuses on functional goals like academic achievement or financial gain.
Dürnyei (1998) identified instrumental and integrative motivation as key components of language learning, often intertwined in real-world scenarios Attributing success solely to one type is unrealistic, as their relative importance varies depending on the context—foreign versus second language learning.
Dürnyei (1998), as cited in Pourhosein et al (2012), distinguishes between intrinsic motivation—engaging in an activity for enjoyment—and extrinsic motivation—performing actions to achieve external goals such as rewards or avoiding punishment.
Brown (2000) clarifies the relationship between these two kinds of motivation
Extrinsic motivation can become integrative or instrumental depending on the external goals for L2 learning Intrinsic motivation, conversely, leads to integrative motivation when the learner seeks cultural integration.
According to Keller (2010), there are four major dimensions of human motivation: attention, relevance, confidence, and satisfaction He introduced the
ARCS model of motivation (Keller, 1984), which is the acronym of four dimensions of motivation: A – attention, R – relevance, C – confidence, and S – satisfaction The model is described as follows
Table 1 ARCS Model Categories, Definitions, and Process Questions
Major Categories and Definitions Process Questions
Attention capturing the interest of learners; stimulating the curiosity to learn
How can I make this learning experience stimulating and interesting?
Relevance meeting the personal needs/goals of the learner to effect a positive attitude
In what ways will this learning experience be valuable for my students?
Confidence helping the learners believe/feel that they will succeed and control their success
How can I via instruction help the students succeed and allow them to control their success?
Satisfaction reinforcing accomplishment with rewards (internal and external)
What can I do to help the students feel good about their experience and desire to continue learning?
Keller (2010) also presented the subcategories of the model in accordance with major supporting strategies For each category of the ARCS model, there are three subcategories
Table 2 Subcategories of ARCS Model & Strategies
What can I do to capture their interest? capture their attention by offering surprising elements
How can I stimulate an attitude of inquiry? ask questions to stimulate curiosity
How can I maintain their attention? offer a range of media to meet various student needs and interests
How can I best meet my learner’s needs? (Do I know their needs?) explicit communication about learning objectives helps maximize learners’ chances of success
How and when can I provide my learners with appropriate choices, responsibilities, and influences? learning goals align with the motives of students
How can I tie the instruction to the learners’ experiences? the instructional content is related to learners’ personal experiences
Confidence Learning Requirements: learning goals and criteria are made explicit so students know what to expect
How can I assist in building a positive expectation for success?
How will the learning experience support or enhance the students’ beliefs in their competence? the tasks are appropriately challenging with chances for success
How will the learners clearly know their success is based upon their efforts and abilities? acknowledge the connection between in class success and learners’ effort
How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill? the learning journey should be enjoyable
What will provide reinforcement to the learners’ successes? constructive feedback and positive comments are the standard practice
How can I assist the students in anchoring a positive feeling about their accomplishments? there are well-defined standards and criteria that are applied consistently
Speaking skill
Effective speaking is crucial for communication, thought processing, and learning, significantly impacting academic success Strong oral communication skills are essential for students, contributing to language development and proficiency, especially in foreign language acquisition (Royani et al., 2023) Proficiency in speaking is a key assessment metric in language learning.
Speaking, the most fundamental yet challenging language skill, significantly impacts second language acquisition success Effective speaking instruction requires understanding the speaking process and necessary speaker competencies.
Speaking involves conceptualization, formulation, and articulation (Thornbury, 2005, as cited in Royani et al., 2023), alongside simultaneous self-monitoring and repair Fluency is crucial, supported by automaticity (using fixed chunks) and effective conversation management through discourse markers and nonverbal cues Essentially, successful speaking requires both motor and interactional skills.
The essence of speaking also includes what a speaker needs to understand and be capable of This combination of a speaker's knowledge and proficiency is termed
‘communicative competence’ (Hymes, 1974 in Nunan, 1999) (as cited in Royani et al., 2023) This competence comprises four elements outlined by Canale and Swain
Communicative competence, as defined by Fulcher & Davidson (2004) and cited in Royani et al (2023), encompasses grammatical competence (phonological, morphological, and syntactic rules), sociolinguistic competence, discourse competence (coherence and cohesion), and strategic competence (communication strategies).
Speaking, as defined by Bygate (1987), involves using oral language to convey ideas, intentions, thoughts, and feelings clearly Hedge (2000) highlights its importance in forming first impressions Ultimately, speaking is a crucial skill for effective communication and idea exchange.
Speaking, a crucial language skill, involves interpersonal communication and idea exchange within specific contexts.
Conversational fluency is crucial for mastering a foreign language, demonstrating comprehension and proficiency in conveying thoughts, emotions, and knowledge Effective communication with others serves as the ultimate benchmark of language acquisition.
Successful language learning hinges on conversational ability (1991, as cited in Abdullaev, 2022) Lack of speaking practice diminishes motivation, highlighting the crucial need for continuous motivational enhancement to improve speaking skills Motivated learners actively participate, seek opportunities, and persevere, overcoming fear to achieve fluency and proficiency.
Effective English speaking instruction, as suggested by Nunan (2003), encompasses pronunciation (sounds, stress, intonation, rhythm), vocabulary and sentence selection, coherent idea arrangement, confident expression of opinions, and fluent delivery.
Historically, second language speaking instruction prioritized rote learning; however, globalization necessitates a communicative approach fostering effective articulation and cross-cultural understanding.
2.2.4 Strategies and techniques in teaching speaking
Teaching strategies, as defined by Aggarwal (2014) and Gulo (2002), are planned instructional actions and activities designed to achieve specific educational goals These strategies, informed by student strengths, learning objectives, and instructor preferences (MIT, 2002; as cited in Maryanti et al., 2021), apply to various levels—from individual classes to entire curricula.
Effective speaking skills instruction utilizes diverse techniques including discussion, role-play, simulations, information gap activities, storytelling, interviews, and various cooperative and creative tasks, as highlighted by Kayi (2006), Nation and Newton (2009), and Leo (2013).
Educators are crucial in language learning, acting as prompts, participants, and feedback providers to foster fluent speaking (Harmer, 2003) Their role in speaking classes is essential for student development.
Effective teaching of speaking skills requires considering student age, interests, motivation, and learning styles to improve speaking competence.
Previous studies on factors impacting learners’ motivation
There has been a significant amount of research dedicated to exploring the factors that impact learners' motivation
Chang (2010) stated that class groups impacted learners’ motivation and they felt relaxed with their motivated classmates The other finding was that the inattentive learners demotivated their classmates
A positive classroom environment is crucial for student motivation and effective language learning MacIntyre (1999) and Good & Brophy (1994) highlight that a relaxed, friendly atmosphere fosters motivation, while a stressful classroom hinders it Effective language acquisition thrives in such supportive learning environments.
Furthermore, there are also a number of studies which researched factors influencing the motivation of learners speaking skills’ progress
Learner motivation in English language acquisition is significantly influenced by positive attitudes toward teachers, classroom environment, instructional media, and the English language itself, as reported by Al-kassab & Karam (2023) These factors collectively enhance motivation.
Alizadeh's (2016) study, "The Impact of Motivation on English Language Learning," identified three key motivational factors: positive attitudes toward English-speaking cultures, enjoyment of the learning process, and external pressures.
Zaareer's (2019) qualitative research, "Factors Affecting Teachers and Learners' Motivation for Learning the English Language," identified parental pride, socioeconomic status, and teacher influence as key motivators for English language learners.
In her quantitative study titled ‘Situational Factors Influencing Learner Motivation Towards Developing the Speaking Skill in the EFL Classroom’, Sánchez
EFL classrooms require improvements in teaching styles, teacher attitudes, classroom environment, and materials to meet student expectations and boost student motivation for oral English communication, as noted in a 2015 study.
Existing research explores learner motivation in general and English language acquisition specifically, but findings vary across learning environments This study addresses this gap to provide insights for teachers to improve their motivational strategies in English language teaching.
Limited research exists on factors influencing learner motivation to speak in class High oral performance motivation significantly improves speaking competence Studying these motivational factors helps instructors understand students and adapt teaching methods accordingly.
METHODOLOGY
Research design
This mixed-methods research, integrating quantitative and qualitative approaches (Kelle, 2008), used questionnaires (including open-ended questions) to rate influential factors affecting learner motivation and interviews to explore effective teaching methodologies for motivation enhancement.
Population and sampling techniques
The sampling technique used is probability sampling method, which involves randomly selecting a sample (Fleetwood, 2023)
A study of second-year non-English majors at a Hanoi public university revealed widespread English apprehension despite a mandatory English curriculum for graduation This university, known for its diverse range of majors and commitment to producing globally competitive graduates, requires all students to pass English courses.
Electrical and Electronics Engineering students complete six English for Specific Purposes (ESP) courses over three years, achieving a B1 level according to the Vietnamese Six-level Foreign Language Competency Framework Each term includes one course (two per year), progressing from A1 to B1 The flipped learning model requires pre-class self-study on the EOP online system, followed by 50-minute communicative classroom sessions.
English for Electrical and Electronics Engineering 4 (A2 level) serves as the course textbook, featuring eight units with two lessons each Lesson 1 focuses on pair-work conversations with assigned roles and sample dialogues, while Lesson 2 involves individual presentations on unit-related topics using suggested questions as a springboard This structured approach utilizes activities detailed in Appendix F.
1 Activity 0 (for Lesson 1 only) Grammar & Vocabulary Review
Each lesson features 3-4 adaptable activities Grammar and vocabulary are reviewed, building upon EOP homework Listening and reading sections provide input for subsequent speaking tasks, offering sample conversations and background information.
There are two groups participating in this study: the first one is the students, and the second one consists of lecturers
This research, conducted during the 2023-2024 academic year at a Hanoi university, involved 107 second-year undergraduate students enrolled in "English for Electrical and Electronics Engineering 4" and six of their instructors Ten students participated in individual interviews, alongside six instructors.
Research instruments
Research instruments are used to aid in data collection for the study Two specific research instruments were employed in this investigation, which are detailed below
A questionnaire (Appendix A), based on Keller's (2010) ARCS model of motivation, was used to cost-effectively gather data on factors influencing English-speaking motivation among at least 100 learners This method facilitated efficient collection of comprehensive insights into learner motivation (Kuphanga, 2024).
This study uses a six-section questionnaire to investigate factors influencing student success, covering general information, classroom dynamics, teacher influence, peer interaction, self-perception, and career aspirations Each section employs multiple-choice questions and rating scales, concluding with an open-ended question for richer qualitative data.
This study investigates English language learning, analyzing general respondent information (Section 1), classroom factors (Section 2), teacher influences (Section 3), peer dynamics (Section 4), self-efficacy (Section 5), and career aspirations (Section 6) to identify key contributing elements to successful language acquisition.
Section 1 requires the participants to choose one correct option about their background information The rest asks them to choose from 1 to 5 (from strongly disagree, disagree, neutral, agree, to strongly agree) about the factors that influence their motivation to speak English in class The final open-ended questions expect long answers about other factors that affect learners’ motivation to speak English in class yet may not be stated
Interviews (Appendix B), conducted with informed consent, offer researchers valuable advantages: exploring and clarifying participant responses while tailoring the process to specific research needs.
Online 1-1 interviews are distributed to have an in-depth insight about learners’ opinions on the speaking activities in class and whether they want to have other kinds of activities to have a stronger motivation to speak English in the classroom There are two questions in the Student interview, Question 1 aims at finding out learners’ opinions about the coursebook speaking activities, Question 2 is for exploring the wishing speaking activities that learners desire to have in class
Online interviews gathered teachers' perspectives on coursebook speaking activities, their motivational teaching strategies, and suggestions for content improvement The interview explored the effectiveness of activities (Q1), successful motivational methodologies (Q2), and recommendations for enhancing coursebook content (Q3).
Data collection procedure
Data needed in this research were from the questionnaire and the interviews
The procedure for collecting data from the survey questionnaire was hereafter
1) After finishing designing the questions in English on Google Forms, the researcher translated them into Vietnamese That was mainly because the survey did not aim at judging students’ English competence More importantly, the translation into Vietnamese could help participants easily understand and properly respond to the questions, which could promote the reliability and quality of the data gained
2) Google Forms was utilized as a tool to collect the responses from the research participants
3) After that, the questions were sent to 107 participants through a Google Forms link
4) Finally, for easier analysis, the responses were transformed to be shown in Google Sheets
Data collection involved individual Zoom interviews (audio-recorded and transcribed), lasting approximately 10 minutes each Student interviews were initially conducted in English, then translated into Vietnamese due to language limitations; teacher interviews were conducted solely in English For analysis, participants were coded (Students 1-10, Teachers 1-6) This ensured data reliability.
1) Firstly, there were one by one interviews with ten students in Vietnamese They were selected randomly from the participating subjects in the questionnaire Then, the list of questions was sent beforehand for them to prepare as well and thoroughly as they could for the real interviews By that, it is believed that the data collected would be much more sufficient and meaningful The collected data was then translated into English to serve the analysis
2) After that, there were interviews with the six selected lecturers of the course The list of questions was sent to them in advance to prepare as well and thoroughly as they could for the actual interviews By that, the data collected could be more informative and meaningful.
Data analysis procedure
This study investigated factors motivating English speaking in classrooms and effective methodologies for enhancing student motivation Data analysis followed a specific procedure.
This study analyzed survey data and interview transcripts to assess the impact of various factors on user motivation (attention, relevance, confidence, satisfaction) Survey results, processed using Google Sheets, were presented alongside interview findings, with the data analysis methodology clearly detailed.
- The analysis began with figuring out the factors which have influence on learners’ English-speaking motivation in the classroom The sum of ‘agree’ and
Participant approval of factors influencing English speaking motivation in the classroom was determined by calculating and rounding the percentage of "strongly agree" responses from a questionnaire.
- The analysis was based on the theory of the ARCS model of motivation by Keller (2010)
- The calculated results were shown in charts, which were created via Chartle.com
The ARCS model of motivation comprises four dimensions: Attention (A), Relevance (R), Confidence (C), and Satisfaction (S), visually represented in charts as "My attention," "The relevance to my personal needs," "My confidence when doing tasks/participating in activities," and "My satisfaction with the lesson/learning process," respectively.
- The average percentage value of four dimensions of motivation was calculated to show how much each factor influences learners’ English-speaking motivation
Analysis of average factor percentages revealed the two most influential factors driving learners' English speaking motivation.
Analysis reveals the top two factors influencing each motivational dimension for every group, based on the highest percentage scores.
- Then, three highest average percentage values among all are picked to show three factors that mostly influence learners’ motivation to speak the English language in class
Teacher and student interview data analyzed coursebook activity effectiveness, revealing insightful methodologies and teacher suggestions Findings were categorized to inform the analysis.
Data analysis revealed key factors influencing student English speaking motivation and effective pedagogical strategies The findings informed recommendations for enhanced coursebook content.
RESEARCH FINDINGS AND DISCUSSION
Research findings
4.1.1 Factors influencing learners’ English-speaking motivation
The possible classroom factors affecting learners’ motivation to speak English in class were studied in Section 2 of the questionnaire The sum of ‘agree’ and
‘strongly agree’ responses in percentage is shown in Chart 1 hereafter The factors are mentioned in the chart respectively from Factor 1 to Factor 8
Chart 1 Classroom factors influencing learners’ English-speaking motivation
Classroom factors significantly impacting English speaking motivation include adequate preparation time (factor 6, 88% average) and a vibrant learning environment.
Sufficient preparation time significantly boosts learner motivation and oral performance (factor 5, average 85%) A dynamic and engaging learning environment further enhances student enjoyment and excitement, improving speaking task completion.
Adequate preparation time significantly boosts learner confidence (90%), attention (86%), relevance (88%), and motivation (86%) in speaking tasks Allowing preparation time before speaking performances is crucial for maintaining student confidence and motivation.
Engaging classrooms significantly boost student attention, confidence, and satisfaction (85-86%) A connected, comfortable learning environment fosters confidence and satisfaction, encouraging collaboration and active learning Educators should prioritize creating such spaces.
Modern classroom facilities significantly impact learner satisfaction (88%) and relevance (84%), highlighting the importance of modern equipment for a positive learning environment Instructors can leverage these resources to create engaging and fulfilling learning experiences for all.
Besides, from the data collected in the open-ended question, inviting foreign guests to the classroom is another factor that motivates learners’ motivation to speak
English It is a good sign that learners acknowledge the importance of real communications and wish to have authentic talks with foreigners in their classroom
Immersive English programs offer invaluable opportunities for ESL students to hone communication skills, learning from native speakers' pronunciation and accent.
Teacher-related factors influencing students' English speaking motivation were investigated using a questionnaire (Section 3) Charts 2 and 3 present the percentage of "agree" and "strongly agree" responses for each factor (Factor 1 to Factor [number]).
12 Whereas Chart 2 shows the result from Factor 1 to Factor 6, Chart 3 represents the collected information from Factor 7 to Factor 12
Chart 2 Teacher-related factors influencing learners’
Chart 3 Teacher-related factors influencing learners’
As can be seen from the charts, teachers’ clear instructions for activities (factor
5, average = 90%) and teachers’ giving bonus points for active participation (factor
Offering bonus points (averaging 89% effectiveness) significantly boosts student motivation to participate in English classes Clear guidelines and the opportunity to improve exam scores, particularly beneficial for non-English majors, encourage active learning However, lecturers must carefully manage bonus point allocation to avoid undermining the assessment's integrity.
Clear teacher instructions significantly boost student motivation, achieving top ranks in attention (91%), relevance (89%), confidence (90%), and satisfaction (91%) Straightforward guidance maximizes student engagement and satisfaction; ambiguous instructions hinder these crucial elements.
Bonus points for active participation significantly boosted learner relevance (89%), confidence (88%), and satisfaction (92%), with satisfaction showing the greatest increase This was particularly impactful for low-level English learners, who found the incentive highly motivating.
Well-organized instructor activities significantly boost learner engagement (89%), relevance (88%), and satisfaction (91%) Learner satisfaction is particularly enhanced (91%), as varied activities cater to diverse preferences and learning styles.
Another teacher-related factor that joins in the contribution to learners’ attention is teachers’ natural intonation and standard English pronunciation (factor
Standard pronunciation is crucial for effective communication and student success in language learning, with 89% of learners agreeing it's essential Instructor role modeling significantly benefits learners, improving their pronunciation and engagement Unclear pronunciation risks learner inattention.
Teacher kindness, engaging classroom interaction (with appropriate native language use for adult learners), and extracurricular activities significantly boost English-speaking motivation Conversely, excessive English-only instruction and numerous English oral proficiency (EOP) tasks negatively impact motivation, as indicated by low student satisfaction rates (72% and 73% respectively) Incorporating Q&A sessions provides a valuable opportunity for student participation and clarification.
Peer influence significantly impacts English speaking motivation in class, as revealed by questionnaire section 4 Chart 4 shows the percentage of students strongly agreeing or agreeing with three key peer-related factors affecting their motivation.
Chart 4 Peer-related factors influencing learners’ English-speaking motivation
Strong peer relationships (86% average) significantly boost English-speaking motivation, fostering a supportive and stress-free classroom environment Excellent classmate English proficiency (84%) and attentive listening (84%) further enhance motivation, providing positive role models and encouragement.
Discussion
Clear teacher instructions (90%), bonus points (89%), and adequate preparation time (88%) are the top three motivators for English speaking in the classroom, based on average student responses.
Clear learning objectives significantly improve student engagement and classroom effectiveness Straightforward teacher guidance empowers learners' attention and satisfaction; unclear requirements hinder both.
Bonus points significantly increase student motivation and participation, leading to higher scores and improved course completion rates Student satisfaction, particularly among non-English majors struggling with English courses, is substantially boosted by bonus points for active participation.
Sufficient preparation time significantly boosts learners' confidence and motivation for speaking tasks, allowing them to brainstorm, organize ideas, structure their speech, and ultimately deliver more confident presentations.
Clear teacher instructions significantly motivate English language learners, aligning with Zareer's (2019) findings that effective teacher roles are crucial for student motivation.
Student interviews revealed that conversation and topic-based activities (debates, seminars, discussions, role-plays, picture descriptions) significantly boost learner speaking motivation However, teacher and student feedback also highlighted drawbacks to these methods, despite widespread agreement on their overall benefits.
(1) conversation topics are difficult for some lower-level students, (2) activities are repeated with stereotyped format, and (3) several activities are inauthentic and inapplicable
Teacher interviews revealed effective teaching strategies: diversifying activities, incorporating mini-presentations, using examples, pre-checking content, employing the International Phonetic Alphabet when needed, fostering a supportive learning environment, providing incentives and timely feedback, and offering bonus points.
To boost learner speaking motivation, coursebook improvements include diverse activities, relevant listening and reading materials, self-directed learning tasks, colorful illustrations, authentic conversation videos, and job-related topic discussions Monotony from repetitive conversation and topic talks necessitates varied activities Enhanced learner autonomy requires more research-based speaking tasks and informative input Visual aids like illustrations and conversation videos are crucial, while topic discussions should reflect real-world applications beyond exam preparation.
Coursebook activities require regular revision to enhance learner motivation in English speaking, aligning with Sánchez (2015) who emphasizes the need for improved materials to foster learner motivation.
This study provides guidance for university instructors on motivating non-English majors to participate in classroom speaking activities Research insights help educators create supportive environments that improve students' English communication skills.
CONCLUSION AND RECOMMENDATIONS
Conclusion
This study investigated factors influencing tertiary students' English speaking motivation in classrooms and effective teaching strategies Using questionnaires and interviews, researchers examined both student motivation and teacher techniques to enhance classroom English communication.
Based on the research findings and the interpretation of the data in the previous chapter, there are four conclusions that can be drawn out
1 Three most dominantly influencing factors that impact learners’ English- speaking motivation in the classroom are: (1) teachers' clear instructions, (2) teachers giving bonus points, and (3) students having time for preparation
2 Conversations and topic talk activities are effective to boost learner’s English-speaking motivation, however, other types of activities such as debates, seminars, discussions, role-plays, and picture descriptions should be delivered to better push it out
3 There are certain downsides to the conversation and topic talk activities: (1) conversation topics are difficult for some lower-level students, (2) activities are repeated with stereotyped format, and (3) several activities are inauthentic and inapplicable
4 Strategies and techniques which were found effective to enhance learners’ English-speaking motivation: (1) diversifying the activity types, (2) hosting mini presentations, (3) using ‘good example’, (4) checking the relevant learned content beforehand, (5) showing the International Phonetic Alphabet (if necessary), (6) creating a comfortable learning environment, (7) providing incentives and giving hot feedback, and (8) giving bonus points.
Implications
Clear instructions, bonus points for participation, and adequate preparation time significantly boost student motivation These methods enhance comprehension, incentivize active learning, and build student confidence, ultimately fostering a more engaging classroom environment.
Teachers can creatively adapt coursebook speaking activities to boost student engagement and motivation, fostering greater participation.
Regularly updating teaching materials ensures relevance to learners' evolving needs, boosting engagement and improving teaching effectiveness.
Limitations of the study
This study, while potentially valuable, suffers from limitations The questionnaire may have omitted key factors influencing learner motivation, as evidenced by interview responses; a pilot study is recommended Furthermore, the exclusion of teachers from the survey creates bias, as their perspectives are crucial to understanding learner motivation; future research should include teacher participation for more objective findings.
Recommendations for further research
This study's findings warrant cautious interpretation, necessitating further research to enhance generalizability and accuracy Future research should prioritize investigating the effectiveness of the employed teaching strategies.
(2) research on the factors demotivating learner’s motivation, (3) research on more groups of students, and (4) research based on other theories of motivation
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Royani, E., Sulistyarini, Ns., Tukimun, T (2023) Teaching Speaking Strategies
Sánchez, M J (2015) Situational factors influencing learner motivation towards developing the speaking skill in the EFL classroom ResearchGate
Thornbury's 2005 book, "How to Teach Speaking," provides valuable insights into effective speaking instruction, while Trần's 2014 study explores online learners' motivation in a Basic English course at tienganh123.com These resources offer complementary perspectives on language teaching and learning, informing both pedagogical approaches and learner engagement.
Zaareer, S (2019) Factors affecting teachers and learners motivation for learning English language ResearchGate
APPENDICES APPENDIX A: SURVEY QUESTIONNAIRE FOR STUDENTS
This survey gathers data on factors influencing tertiary students' English speaking motivation Participant responses are confidential and used solely for research purposes Your participation is greatly appreciated.
Please choose one correct option about your information
1 How long have you been learning English?
Less than 5 years 5-10 years More than 10 years
2 Do you take extra English courses outside school hours?
3 Do you participate in any English clubs or English-related extracurricular activities?
Please rate the factors related to the classroom environment below, showing their influence on your motivation to speak English
This learning experience significantly impacted my confidence and satisfaction, aligning with my personal needs and perceived relevance My level of agreement ranged from strong disagreement to strong agreement, reflecting the varied aspects of the lesson.
3 Having classmates’ comments after each speech increases:
4 Being cheered before starting and ending a speech increases:
5 A vibrant learning atmosphere in class increases:
6 Having time to prepare in advance for speaking increases:
7 Having a time limit for speaking tasks increases:
8 The classroom is equipped with modern facilities such as TV, projector, speakers, air conditioning, etc increase:
9 Please share your other wishes about your English classroom, helping you increase your motivation to speak English in class
Please rate the factors related to teachers below, showing their influence on your motivation to speak English
This study measured participant satisfaction with lesson effectiveness, focusing on relevance to personal needs, confidence in task completion, and overall attention levels, using a 5-point Likert scale (1: strongly disagree – 5: strongly agree).
English to communicate in the classroom increases:
2 Teachers' natural intonation and standard
3 Teachers organizing a variety of activities increases:
4 Teachers' organization of games for learning increases:
5 Teachers' clear instructions for activities increase:
6 Being assigned familiar/favorite/knowledge able topics increases:
7 Teachers' frequent eye contact with students when presenting increases:
8 Teachers providing constructive and specific feedback after each speaking session increases:
9 Teachers giving bonus points for my active participation increases:
10 The fact that teachers have symbolic rewards such as certificates, school supplies, etc for my effort increases:
11 Speaking practice tasks on the EOP system, requiring recording speaking videos according to the topic of each lesson, increase:
12 The fact that teachers have punishments for not completing the video recording tasks on EOP increases:
* EOP: English for Occupational Purposes: A career-oriented online learning system at the research location, requiring students to learn content and practice knowledge by topic before class time
13 Please share your other wishes for your English teacher, helping you increase your motivation to speak English in class
Please rate the factors related to classmates below, showing their influence on your motivation to speak English
This study measured participant agreement (1-strongly disagree, 5-strongly agree) on lesson relevance to personal needs, task confidence, and overall satisfaction with the learning process.
1 The fact that your classmates speak
2 Having a good/close relationship with your partner(s) increases:
3 The fact that your classmates always listen attentively to you increases:
4 Please share your other wishes about your English classmates, helping you increase your motivation to speak English in class
Please rate the self-related factors below, showing their influence on your motivation to speak English
This study measured learner engagement using five-point Likert scales assessing attention, relevance to personal needs, confidence in task performance, and overall satisfaction with the learning process.
1 Showing that I have potential/can do well in class increases:
3 Please share other personal factors that help you increase your motivation to speak English in class
Please rate the career-related factors below, showing their influence on your motivation to speak English
This study measured learner engagement using five-point Likert scales (1-strongly disagree, 5-strongly agree) assessing attention, relevance to personal needs, confidence in task completion, and overall satisfaction with the learning process.
1 The fact that future career orientation requires good English communication skills increase:
2 The fact of knowing that having good English communication skills can help me start my career in an international work environment increase:
3 Please share other career-related factors that help you increase your motivation to speak English in class
(Vietnamese version) BẢNG KHẢO SÁT LẤY Ý KIẾN SINH VIÊN
Bài khảo sát này dành cho nghiên cứu “Các yếu tố ảnh hưởng đến động cơ nói tiếng Anh của sinh viên tại một trường Đại học ở Hà Nội” Mọi thông tin thu thập được sẽ được bảo mật và chỉ dùng cho mục đích nghiên cứu.
Các bạn hãy chọn 1 lựa chọn đúng với thông tin của bản thân
1 Em học tiếng Anh được bao lâu rồi?
Dưới 5 năm 5-10 năm Trên 10 năm
2 Em có học thêm tiếng Anh ở ngoài Trường không?
3 Em có tham gia hoạt động câu lạc bộ/ ngoại khoá liên quan tới tiếng Anh không?
II Yếu tố lớp học
Bài viết này khảo sát ảnh hưởng của môi trường lớp học đến động lực học tiếng Anh Hãy đánh giá các yếu tố môi trường lớp học và phản hồi về tác động của chúng lên động lực nói tiếng Anh của bạn.
Bài viết khảo sát mức độ hài lòng về bài học/hoạt động thông qua thang điểm 5 (1: rất không đồng ý, 5: rất đồng ý), đánh giá sự chú ý, sự liên quan đến nhu cầu cá nhân, sự tự tin khi làm bài/tham gia hoạt động và sự hài lòng chung.
1 Luyện tập nói tiếng Anh theo cặp làm tăng:
2 Luyện tập nói tiếng Anh theo nhóm làm tăng:
3 Việc được bạn cùng lớp nhận xét sau mỗi phần nói của mình làm tăng:
4 Việc được cổ vũ trước khi bắt đầu và sau khi kết thúc bài nói làm tăng:
5 Không khí học tập tại lớp sôi nổi làm tăng:
6 Việc có thời gian chuẩn bị trước cho phần nói làm tăng:
7 Việc có giới hạn thời gian cho phần nói làm tăng:
8 Việc lớp học được trang bị cơ sở vật chất hiện đại như ti vi, máy chiếu, loa, điều hoà, v.v làm tăng:
9 Mời em chia sẻ các mong muốn khác về lớp học tiếng Anh của mình, giúp em tăng động lực nói tiếng Anh tại lớp
III Yếu tố liên quan đến giáo viên
Các bạn hãy đánh giá các yếu tố liên quan tới giáo viên dưới đây, thể hiện ảnh hưởng của chúng lên động lực nói tiếng Anh của mình
Bài viết khảo sát mức độ đồng ý (1: rất không đồng ý, 5: rất đồng ý) về: sự chú ý của tôi, sự liên quan đến nhu cầu cá nhân, sự tự tin khi làm bài/tham gia hoạt động, và sự hài lòng với bài học/quá trình học.
1 Việc giáo viên chỉ dùng tiếng
Anh để giao tiếp trong lớp học làm tăng:
2 Việc giáo viên có ngữ điệu tự nhiên và phát âm tiếng Anh chuẩn làm tăng:
3 Việc giáo viên tổ chức đa dạng các hoạt động làm tăng:
4 Việc giáo viên tổ chức các trò chơi phục vụ học tập làm tăng:
5 Việc giáo viên hướng dẫn rõ ràng …/5 …/5 …/5 …/5 các hoạt động làm tăng:
6 Việc được giao các chủ đề nói quen thuộc/yêu thích/có vốn hiểu biết về nó làm tăng:
7 Việc giáo viên tương tác ánh mắt với sinh viên thường xuyên khi trình bày làm tăng:
8 Việc giáo viên đưa ra nhận xét mang tính xây dựng và cụ thể sau mỗi phần nói làm tăng:
9 Việc giáo viên cho thêm điểm cộng cho sự tích cực của mình làm tăng:
10 Việc giáo viên có các phần thưởng biểu tượng như chứng nhận,
…/5 …/5 …/5 …/5 đồ dùng học tập, v.v cho sự tích cực của mình làm tăng:
11 Các nhiệm vụ luyện tập nói trên hệ thống EOP, yêu cầu quay các video nói theo chủ đề của từng bài học làm tăng:
12 Việc giáo viên có những hình phạt khi không hoàn thành nhiệm vụ quay video phần nói trên EOP làm tăng:
EOP (English for Occupational Purposes) là hệ thống học tiếng Anh trực tuyến định hướng nghề nghiệp Sinh viên tự học và luyện tập chủ đề theo yêu cầu trước khi tham gia lớp học trực tiếp.
13 Mời em chia sẻ các mong muốn khác về giáo viên tiếng Anh của mình, giúp em tăng động lực nói tiếng Anh tại lớp
IV Yếu tố liên quan đến bạn hữu
Bài viết này khảo sát ảnh hưởng của bạn cùng lớp đến động lực học tiếng Anh, đánh giá các yếu tố liên quan.
