VIETNAM NATIONAL UNLVERSITY, HANOL UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST — GRADUATE STUDIES, 4# 8t 4h Ôn tế tế 4 PIIAN TI VAN ANIL FACTORS DEMOTIVATING THE S
Questionnaire for students
The demotivation questionnaire for students comprised 25 questions, including 24 five-point Likert scale items and one open-ended question These 24 questions were designed to assess four key factors identified in previous research: the impact of the course book used in ESP classes (statements 1-5), teacher-related factors (statements 6-13), and teaching and learning conditions (statements 14-15).
16, 17) and student-related factors (statements 18, 19, 20, 21, 22, 23, 24) For questions 1-
Participants were asked to indicate their level of agreement with statements on a Likert scale, ranging from "Strongly Disagree" to "Strongly Agree," to assess their responses The questionnaire also featured an open-ended question, allowing students to share their personal solutions and strategies for overcoming demotivation This combination of quantitative and qualitative data provides comprehensive insights into students' attitudes and coping mechanisms.
The interviews were conducted in Vietnamese as informal conversations with students, who were randomly selected from two classes after completing a survey questionnaire Each semi-structured interview lasted approximately twenty-five minutes and focused on four main questions All interviews were recorded, transcribed for analysis, and then translated into English by the researcher to ensure accurate reporting.
‘The interviews were carried out in English in the form of informal conversations
Four English for Accounting teachers were selected for interviews, which were semi-structured and lasted approximately 25 minutes The interviews focused on four main questions (Appendix 4) designed to identify key insights regarding their teaching practices, challenges faced, methods used to enhance student engagement, and perceptions of curriculum effectiveness, providing valuable data to inform language instruction in the accounting context.
- ESP teachers’ ideas about factors demotivating their students in ESP classes
- What activities taking place in L'SP classes
+ Analyzing students* eed before, while and aller teaching ESP
- Some suggestions to help students to overcome their demotivation in learning ESP
All the data were recorded and transcribed for analysis
Quantitative analysis of the questionnaire data included descriptive statistics such as frequency, mean, and standard deviation, with the mean calculated by summing all scores and dividing by the number of responses Additionally, interview data were transcribed and analyzed interpretively, focusing on four key topics corresponding to the four interview questions outlined in Appendix 4.
This chapter has identified the setting, participants, and methodology of the study The next chapter will be presented a description of data analysis and discussions of the findings
Chapter 3 provides a detailed analysis of the collected data, presented in tables to clearly address two key research questions regarding factors that contribute to demotivation among second-year students.
‘year Accounting major students to lea KSP at HCY'E In this chapter, some solutions will be also presented to improve ESP teaching and learning al TICTE
3.1.1, Data analysis of students* survey questionnaire and interviews
3.1.1.1, Personal information of the students taking part in the survey
Information Number and percentage of students
Table 1: Students’ profiles (Total number of the students: 97)
In the study’s survey questionnaire, the total number of the students was 97 students of which 78 students were aged from 18 to 20 and 19 were aged from 21 to 24
Most students had been learning English for at least four years or longer, demonstrating a sustained commitment to language proficiency Among these learners, there were 71 females and 26 males, indicating that the majority of Accounting-major students are female This trend highlights the higher female representation within the Accounting academic program.
In the questionnaire for students, statements 18, 19, 20, 21, 22, 23, 24 were designed to ask about the student-related factors demotivating them in learning English for
Statements Frequency | Mean Stil Deviation
I donot havs enough specialized background
19 |I have no need to study ESP 97 2.70 1.226
/My Linglish ability is not very good to handle
It is very difficult for me to leam specialized
22 [I do not answer Izachers* questions oF 3.31 1.034
23 |] am not confident in L'SP classes 95 130 1.034
24 |The ESP course does not happen as 1 expect 97 3.43 1.145
Table 2: Student-related demotivating factors
According to the data in Table 2, the majority of students found it very challenging to learn specialized words and phrases, with an average difficulty level of 3.52 Additionally, two-thirds of students interviewed expressed similar concerns, highlighting that mastering technical terminology remains a significant obstacle in their learning process.
“it was difficult for me to remember specialised words and phrases J did not know how to memorize thent”
Most students expressed disappointment after completing the ESP course, indicating it did not meet their expectations (M=3.43) Despite this, seven out of ten students interviewed showed interest in learning ESP, driven primarily by their FSP teachers’ teaching methods This suggests that instructor approachability and teaching style significantly influence student engagement and perceptions of the ESP course.
Students aimed to improve their speaking and listening skills, but their teachers primarily focused on reading abilities Teachers frequently assigned reading tasks and emphasized reading comprehension, leaving limited opportunities for students to develop their oral and auditory skills Incorporating more speaking and listening activities could enhance overall language proficiency.
Lack of self-confidence significantly demotivates students when learning KSP, with a mean score of 3.39 Many students feel embarrassed and demotivated when they struggle to understand texts, impacting their engagement Additionally, students often fear losing face in front of peers and teachers, which further hinders their motivation and willingness to participate actively in learning KSP.
A lack of specialized background knowledge significantly impacts students' ability to succeed in ESP courses Many students struggled to answer teachers' questions (M=3.31) and lacked sufficient English proficiency to meet course requirements (M=3.16) Approximately half of the students (M=3.06) expressed that not having enough specialized knowledge made them feel demotivated and overwhelmed They indicated a strong desire to study relevant specialized subjects before engaging in ESP courses to improve their understanding and confidence Participants' comments in interviews further highlighted that insufficient background knowledge serves as a major barrier, leading to decreased motivation and engagement in ESP learning.
“Sometimes, T could not keep up with what the teacher explained new words and knowledge about the text I hoped thal my ESP ieacher would provide appropriate supplementary materials”
As presented in the table, some students said that they had no need to sludy BSP (M 270
In the questionnaire, statements 6, 7, 8, 9, 10, 11, 12, 13 were designed to ask about students’ opinions on tcacher-rclated factors in learning English for Accounting at HCTE
Statements Frequency | Mean | Std Deviation
Teachers only focus on teachmg specific lexicon
“4 Teachers do not encourage their students 9 2/78 1.093
8 | Teachers are ton strict and inflexible 97 2.65 1.199
“Teachers do not have enough specialized ° knowledge mịn 8
10 | Speed of teaching is too fast 96 372 1.053
11 | Teachers use translation method too often 97| 3.35 1.011
12 | Teachers’ explanations are nol casy to understand 95 3.13 1151
1abk 3: Teacher-related demotivating factors
Table 3 indicates that ESP teaching methods often demotivate students in FSP classes The majority of students reported feeling demotivated because their teachers relied too heavily on translation methods, with a mean score of 3.35, and because their teachers’ explanations were difficult to understand, with a mean score of 3.13 Additionally, ESP teachers tended to focus primarily on teaching specific vocabulary and explaining specialized knowledge, which contributed to student disengagement.
(M 3.08) More than half of the interviewees shared the same ideas that they were unhappy with the same activities in the ESP lessons
Another factor whielt should be concerned is teachsrs’ behaviors Most of the students stated that their teachers demonstrated favoritism (M 3.04) In the interview, eight out ten students answered that:
Feeling demotivated due to my teacher's favoritism, I noticed she paid more attention to certain students she liked These students were often the top performers in my class, which made me feel overlooked I believe teachers should treat all students equally and give everyone the same level of attention and support to foster a fair learning environment.
According to Table 3, a minority of students felt that their teachers lacked sufficient specialized knowledge (M=2.97) and did not motivate them effectively in learning ESP (M=2.78) Additionally, only a few students believed that the teaching pace was too fast (M=2.72), and they perceived their teachers as overly strict and inflexible (M=2.65).
“J think teachers should be flexible Normally, feel nervous when teachers are toa strict and inflexihle”’
In the questionnaire, statements 1, 2, 3, 4, 5 were designed lo ask about students? opinions on the course book (English for Accounting designed by a group of teachers at
Statements Frequency |Mean| Std, Deviation
There are alot of new words in specialized reading
1 96 |333 1.1082 texts in the course book
Itis difficult to understand the content of specialized reading texts in the course book
3 Exercises in the course book are too difficult 94 | 3.18 1.200
4 Grammar structures in the course book are complex 97 | 3.26 1073
Topics in the course book de not relate to
RESULTS AND DISCUSSIONS 18 BLL Rests
Data analysis of students” survey questionnaire and interviews oe 1 Personal information of the sludenis taking part in the survey 18 2 Student-related demotivating factors
3.1.1.1, Personal information of the students taking part in the survey
Information Number and percentage of students
Table 1: Students’ profiles (Total number of the students: 97)
In the study’s survey questionnaire, the total number of the students was 97 students of which 78 students were aged from 18 to 20 and 19 were aged from 21 to 24
Most students have been learning English for at least four years or more, demonstrating their dedication to language proficiency Among these learners, 71 are female and 26 are male students, highlighting that the majority of Accounting-major students are female This trend indicates a strong female presence within the accounting field, emphasizing gender participation in specialized education.
In the questionnaire for students, statements 18, 19, 20, 21, 22, 23, 24 were designed to ask about the student-related factors demotivating them in learning English for
Statements Frequency | Mean Stil Deviation
I donot havs enough specialized background
19 |I have no need to study ESP 97 2.70 1.226
/My Linglish ability is not very good to handle
It is very difficult for me to leam specialized
22 [I do not answer Izachers* questions oF 3.31 1.034
23 |] am not confident in L'SP classes 95 130 1.034
24 |The ESP course does not happen as 1 expect 97 3.43 1.145
Table 2: Student-related demotivating factors
According to Table 2, the majority of students surveyed found it very challenging to learn specialized words and phrases, with a mean score of 3.52 Additionally, during interviews, two-thirds of the students affirmed that mastering these technical terms was a significant difficulty for them, highlighting the importance of targeted language support in this area.
“it was difficult for me to remember specialised words and phrases J did not know how to memorize thent”
Most students expressed disappointment after completing the ESP course, as it did not meet their expectations (M=3.43) When asked about the course, seven out of ten students indicated they were less interested in learning ESP due to their FSP teachers' teaching methods.
Students aimed to improve their speaking and listening skills, but their teachers predominantly focused on developing reading abilities The teachers frequently assigned reading tasks and required students to complete related exercises, leaving little emphasis on oral communication and listening practice Incorporating more speaking and listening activities could enhance overall language proficiency.
Lack of self-confidence significantly demotivates students when learning KSP, with a mean score of 3.39 Many students reported feeling embarrassed and demotivated, especially when they struggled to understand texts Additionally, students fear losing face in front of peers and teachers, which further decreases their motivation to engage with KSP learning.
Lack of specialized background knowledge significantly impacts students' performance in ESP courses, with many struggling to answer teachers' questions (M=3.31) and lacking the necessary English skills to meet course requirements (M=3.16) About half of the students (M=3.06) expressed that not having enough specialized knowledge made them feel demotivated, highlighting their desire to study relevant subjects beforehand Interview comments further revealed that this gap in knowledge demotivated students and hindered their learning progress in ESP.
“Sometimes, T could not keep up with what the teacher explained new words and knowledge about the text I hoped thal my ESP ieacher would provide appropriate supplementary materials”
As presented in the table, some students said that they had no need to sludy BSP (M 270
In the questionnaire, statements 6, 7, 8, 9, 10, 11, 12, 13 were designed to ask about students’ opinions on tcacher-rclated factors in learning English for Accounting at HCTE
Statements Frequency | Mean | Std Deviation
Teachers only focus on teachmg specific lexicon
“4 Teachers do not encourage their students 9 2/78 1.093
8 | Teachers are ton strict and inflexible 97 2.65 1.199
“Teachers do not have enough specialized ° knowledge mịn 8
10 | Speed of teaching is too fast 96 372 1.053
11 | Teachers use translation method too often 97| 3.35 1.011
12 | Teachers’ explanations are nol casy to understand 95 3.13 1151
1abk 3: Teacher-related demotivating factors
Table 3 indicates that ESP teachers' teaching methods often demotivate students in FSP classes The majority of students reported feeling demotivated due to frequent use of translation methods, with a mean score of 3.35, and because teachers’ explanations were difficult to understand, with a mean score of 3.13 Additionally, ESP instructors tend to focus solely on teaching specific vocabulary and explaining specialized knowledge, which can further reduce student motivation.
(M 3.08) More than half of the interviewees shared the same ideas that they were unhappy with the same activities in the ESP lessons
Another factor whielt should be concerned is teachsrs’ behaviors Most of the students stated that their teachers demonstrated favoritism (M 3.04) In the interview, eight out ten students answered that:
Feeling demotivated due to my teacher's favoritism, I noticed she only paid attention to students she liked, even though all students in my class are capable I believe teachers should treat every student equally and give fair attention to everyone, fostering a supportive and motivating learning environment Equal treatment from educators is essential for student motivation and academic success.
According to Table 3, only a minority of students perceived that their teachers lacked sufficient specialized knowledge (M=2.97) and failed to encourage learning in ESP (M=2.78) Additionally, some students felt that the teaching speed was too fast (M=2.72), and they described their teachers as too strict and inflexible (M=2.65).
“J think teachers should be flexible Normally, feel nervous when teachers are toa strict and inflexihle”’
In the questionnaire, statements 1, 2, 3, 4, 5 were designed lo ask about students? opinions on the course book (English for Accounting designed by a group of teachers at
Statements Frequency |Mean| Std, Deviation
There are alot of new words in specialized reading
1 96 |333 1.1082 texts in the course book
Itis difficult to understand the content of specialized reading texts in the course book
3 Exercises in the course book are too difficult 94 | 3.18 1.200
4 Grammar structures in the course book are complex 97 | 3.26 1073
Topics in the course book de not relate to
Table 4 identifies the primary demotivating factors, with most students feeling discouraged by specialized reading texts Students admitted that understanding the content of these texts was challenging (M=3.48), and approximately two-thirds believed that the texts contained numerous new words (M=3.33) When asked about the course book, all students affirmed that these factors negatively impacted their motivation.
“I found that there were a lot of new words in each text 1 had difficulty in choosing the appropriate meaning of the specialized words in the texts”
According to Table 4, the complexity of grammar structures in the course book significantly contributes to student demotivation in learning ESP, with a mean score of 3.26 Additionally, approximately half of the students found the exercises in the course book too difficult, with a mean rating of 3.18, highlighting the need to simplify instructional materials to enhance student motivation and engagement.
As can b course book did not relate to Accounting (M-2.98) cn from Table 4, the minority of the students thought that tapies ir the
In the questionnaire, statements 14, 15, 16, 17 were designed lo ask abont students" opinions on teaching and learning conditions at HCTE
Statements Hrequency | Mean | Std Deviation
I de not like learning ESP because my friends do
15 | Itis not enough materials in the library 97] 3.30 1.082
‘The number of the students in the class is too
17 | Teaching and learning facilities are msutficient 97] 394 1.153
‘Table 5: Teaching and learning conditions
Table 5 indicates that most of the students in the survey agreed that teaching and leaming facilities were msuflicient (M=3.94), Those made them demotivated in leaming
ESP Most af them admitted that:
“There were some classes equipped projectors, so we did not often have a chance to sinudy ESP through modern devices”
Most students expressed that the library lacks sufficient materials to enhance their skills and knowledge, with an average rating of 3.30 Additionally, half of the interviewees indicated that there are limited ESP (English for Specific Purposes) resources available in the library They seek to improve their specialized knowledge by accessing a wider range of materials such as magazines and newspapers.
A minority of students reported feeling demotivated in learning FSP, primarily due to their friends disliking ESP, with a mean score of 2.82, and the large class sizes, which averaged 2.77 students per class.
3.1.1.6, Solutions sugpested by the students
In response to question 25 of the survey—"In your opinion, what solutions can help learners overcome their demotivation?"—only over half of the students provided their answers The students primarily emphasized the importance of teachers' behaviors and teaching methods, the quality of the course book, and the availability of teaching facilities as key factors in addressing learner demotivation.
Effective teaching methods are considered the most important solution to improve ESP courses, with students believing that teachers should organize engaging activities rather than solely focusing on text translation and task completion Incorporating games and visual aids can enhance students’ understanding of new terminologies, making lessons more interactive and memorable Additionally, ESP teachers should guide students on effective vocabulary memorization techniques to boost language retention Students also emphasize the importance of teachers’ behavior, insisting that ESP instructors treat all students equally to create a fair and conducive learning environment.
Data analysis of teacher interviews - - - 3.2 Major findings and điscussion se 2.26 3.3 Pedagogical implieations seo 227 3.3.1 Improving ESP Leachers’ specialized knowledge 27 3.3.2 Improving ESP teachers’ bebaviors and teaching rnethođi
In order to obtain a depth data, four teachers of English wore randomly scleeted and interviewed he interview’s results are as follows
Teachers identify three main factors that demotivate students in Learning ESP: limited English proficiency, lack of self-confidence, and insufficient specialized background knowledge These challenges hinder students' ability to engage effectively with ESP coursework, emphasizing the need for targeted support to enhance language skills, boost confidence, and build relevant subject knowledge for improved motivation and learning success.
The primary demotivating factor for students was their insufficient general English knowledge, including limited vocabulary and grammar skills This lack of foundational English ability made students hesitant and fearful when attempting to learn English for Specific Purposes (ESP) Strengthening their core language skills is essential to enhancing motivation and improving ESP learning outcomes.
A major factor that demotivated students in learning ESP was their lack of self-confidence In fact, two-thirds of teachers observed that students gradually lost interest in learning due to their low self-esteem Research findings reveal that lack of confidence is a significant barrier to students’ engagement and motivation in ESP courses, highlighting the need for strategies to build self-confidence and foster a supportive learning environment.
‘Many students often were nat canfident in ESP class They felt nervous and afraid af being asked hy the teacher.”
The last factor that demotivated the students in learning ESP was lack of specialized background knowledge About half of the teachers agreed that most students
24 had difficulty in understanding the content of the specialized texts as well as teachers’ explanations because of their lack of spevialized background knowledge
In ESP classes, most teachers focus primarily on helping students understand specialized vocabulary and knowledge, often dedicating significant time to these areas As a result, there is limited opportunity to organize diverse activities, with many teachers relying on course books where students mainly practice reading and writing skills Additionally, due to a lack of modern classroom devices—such as projectors and video equipment—teachers seldom incorporate multimedia tools into their lessons Some educators also noted that their teaching behavior is influenced by the limited resources available, impacting the variety of activities they can implement in ESP lessons.
“In ESP classes, I was never angry when my students made mistakes I ofien encouraged them irr ESP lessons”
In an interview, two teachers revealed that they did not thoroughly analyze their students' needs when teaching, designing ESP courses, or developing course materials They admitted that paying close attention to students' specific needs was often overlooked during the course planning and implementation processes.
“We did not have much time to design a course book, se if was not easy to collect materials and investigate students’ needs”
A teacher mentioned that she spent a significant amount of time preparing lesson plans for FSP courses, including English for Accounting, English for Electronics, and English for Informatics As a result, she didn't focus enough on analyzing her students' individual needs in each ESP course, which is essential for effective language instruction.
An experienced teacher with five years of teaching underlines the importance of analyzing students' needs in ESP courses He affirms that regularly assessing student needs allows him to tailor his teaching methods and materials effectively This practice enhances the overall learning experience and ensures that instruction is aligned with students' specific requirements Analyzing students' needs is a critical strategy for improving ESP course outcomes and optimizing teaching effectiveness.
In addressing student demotivation in ESP learning, teachers suggest solutions focused on enhancing students' English language skills and boosting their self-confidence They emphasize the importance of providing tailored language support and fostering a positive learning environment to motivate students Additionally, offering opportunities to develop specialized background knowledge can increase student engagement and interest in ESP subjects, thereby reducing their lack of motivation.
Fustly, to improve the students’ English ability, the teachers suggested that all students should be provided more chances to enhance their English ability in GE course
To address students’ lack of self-confidence, over half of the teachers believe that creating a friendly classroom atmosphere is essential, encouraging students to actively participate in activities Establishing a relationship of mutual trust and respect between teachers and students is crucial for fostering confidence and engagement in the learning process.
Most teachers believe that addressing students’ lack of specialized background knowledge is essential for effective ESP learning They emphasize that students should first be taught specialized subjects prior to undertaking ESP courses to build a solid foundation Additionally, many educators recommend providing students with supplementary materials regularly to enhance their competence and support their progress in learning English for Specific Purposes.
According to Domyei (2001), various demotivating factors can hinder student engagement, including a lack of self-confidence, teachers’ behaviors, teaching competence, and methods, as well as the quality of the course book used in class and the available teaching facilities Addressing these issues is essential for improving motivation and enhancing language learning outcomes.
Both teachers and students agree that the primary source of demotivation in ESP classes is students' lack of self-confidence Many students admitted feeling nervous when asked questions by the teacher, often failing to respond and fearing embarrassment in front of peers and teachers This lack of confidence is closely linked to limited vocabulary, insufficient understanding of grammar points, and a lack of specialized background knowledge, which further hinders their active participation and motivation in ESP learning.
A key demotivating factor identified in this study is teachers’ behaviors, competence, and teaching methods, with teaching practices being the most prominent Many students reported that their teachers did not utilize engaging activities to make lessons more interesting, leading to decreased motivation Additionally, unclear instructions and inadequate explanations in ESP lessons further contributed to student demotivation The lack of caring and understanding from teachers, coupled with a disconnect between teaching methods and students’ preferences, significantly impacted student engagement Ultimately, this mismatch between teachers’ approaches and learners’ needs undermines motivation and hinders effective learning outcomes.
Conducting a needs analysis is essential for effective teaching of Language for Specific Purposes (LSP), as it helps identify students’ specific requirements and tailor instruction accordingly Without this crucial step, teaching methods may fail to resonate with students, especially if they do not align with their individual learning styles Ensuring that teaching approaches match students’ preferences enhances engagement and learning outcomes in LSP courses.
A significant demotivating factor identified in this study is the course book, which many students found unengaging due to the excessive use of specialized vocabulary in reading texts and topics that do not align with their majors Students expressed a desire to enhance their speaking and listening skills for future careers, yet the course materials primarily focused on other areas, limiting their motivation and perceived relevance.
AS a Tos on reading, and writing sk 1, FSP Ienchors have nat adjusted the course book to meet the demand of the learners
Helping students to enrich their background knowledge - eB 3.3.4 Adapting the cnrrent course book 28 3.3.5 Improving the facilities and loarning conditions 28
Adjusting the timing of ESP courses in college curricula is essential, as many students lack the specialized background knowledge needed before enrollment ESP teachers should create more opportunities for students to improve both their English skills and their understanding of their field Additionally, instructors should encourage students to self-study relevant materials related to their major and teach effective methods for memorizing specialized vocabulary and terminology.
3.3.4 Aday ing the current course book
Based on survey and interview results, it is essential to simplify specialized vocabulary in reading texts and reduce the number of texts unrelated to students’ majors For example, in Unit 5, "The Balance Sheet," the lengthy passage (over 300 words) introduces more than 50 new words, making it difficult for second-year accounting students to comprehend, given their limited exposure to specialized subjects To enhance understanding and engagement, ESP teachers and course designers should incorporate varied tasks such as multiple-choice questions and True/False statements into reading comprehension sections Additionally, ESP course materials should be developed based on thorough needs analysis, which is crucial not only in language teaching but also in training and aid development programs, ensuring the content aligns with learners’ specific requirements.
ESP However, needs analysis is the corner stone of ESP " (Dudley-Evans, & St John,
1998, p 122) Thus, it is necessary for ESP designers to be given enough time and be paid appropriately
3.3.5 Improving the facilitics and learning conditions
According to survey participants and interviewees, each classroom should be equipped with teaching assistance devices such as projectors, videos, and computers to enhance the learning environment When these devices are available, ESP teachers are encouraged to utilize the equipment effectively to improve their teaching quality and student engagement.
This chapter provides a detailed analysis of the survey questionnaire and interview data, offering valuable insights into ESP teaching and learning at HCE Based on the findings, the chapter discusses key issues and proposes effective solutions to enhance the quality of ESP instruction, ultimately aiming to improve student engagement and learning outcomes.
Part C: Conclusion summarizes the main issues discussed in the study, highlighting key findings and insights It also addresses the limitations encountered and provides valuable suggestions for future research, ensuring a comprehensive understanding of the topic.
This study investigates the key demotivating factors affecting second-year Accounting major students at HCTE in learning English for Specific Purposes (ESP) The research aims to identify the main challenges these students face and explore potential solutions to boost their motivation Through data collection and analysis, the study provides valuable insights into students' difficulties, leading to actionable strategies for educators to enhance engagement and learning outcomes in ESP coursework.
The study identified four key demotivating factors in learning ESP Firstly, students' lack of self-confidence, stemming from previous failures and limited specialized knowledge, significantly hindered their motivation Secondly, teachers’ behaviors, competencies, and teaching methods—particularly the teaching approaches used—were viewed as major demotivators, with a notable gap between teachers’ self-perception and students' perceptions of their role in motivation Interestingly, teachers did not see themselves as demotivators, despite student feedback Thirdly, the course book for English for Accounting was a major demotivator, as both students and teachers agreed that the reading texts were too difficult given students’ English proficiency and background knowledge Lastly, inadequate facilities were also identified as a factor negatively impacting motivation, with both teachers and students calling for improved teaching facilities to enhance ESP learning motivation.
The study highlights key suggestions from both teachers and students to enhance ESP learning, emphasizing the need to address demotivating factors To improve student motivation and performance, five main solutions are recommended, including enhancing ESP teachers’ specialized knowledge, refining teaching methods and teacher behavior, supporting students in enriching their background knowledge, updating course materials, and improving learning facilities Among these, the most critical areas to focus on are students’ lack of specialized background knowledge and the effectiveness of teachers’ teaching methods, which are essential for creating a more engaging and effective ESP learning environment.
This study aims to provide valuable insights that can benefit both teachers and students at HCE, with a particular focus on enhancing the effectiveness of ESP (English for Specific Purposes) instruction for teachers and learners alike The findings are designed to improve teaching strategies and learning outcomes in ESP contexts, fostering better engagement and understanding among students Ultimately, this research seeks to support the professional development of ESP educators and facilitate more efficient learning experiences for ESP students.
Limitations of the sludy 31 3 Suggestions for further study cassseneceneneeeee 231
Even though, the study was carried out carefully and based on reliable data, it still had some limitations
This study investigates the demotivating factors among second-year Accounting-major students in ESP classes at HCTE using survey questionnaires and interviews However, the findings may have limited generalizability, as they are specific to this group and may not reflect the experiences of all ESP students at HCTE or other colleges in Vietnam.
In addition, the study did not show the different levels among demotivating factor categories
This study focused exclusively on the demotivating factors affecting second-year Accounting students at HCTE in learning English for Specific Purposes (ESP), due to its limited scope and timeframe Future research could investigate other types of English for Specific Purposes, explore additional aspects of demotivation in ESP, and evaluate different student populations or academic disciplines.
ESP course books in Vietnamese colleges to help students to leam ESP better
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21 Sun Yun-Fang (2008) Motivation to speak: Perception and attiinude of non-
English major students in Taiwan PAD thesis, Indiana University, USA
PHIEU DIEU TRA CHO SINH VIEN
Phiếu điều tra này được thiết kế để phục vụ cho đề tài nghiên cứu về những nhân tố gây ảnh hưởng tiêu cực cho sinh viên năm thứ nhất ngành Kế toán khi học tiếng Anh chuyên ngành tại Trường Cao đẳng Công Nghiên cứu nhằm xác định các yếu tố tác động đến quá trình học tập của sinh viên, từ đó đề xuất các giải pháp nâng cao chất lượng giảng dạy tiếng Anh trong lĩnh vực kế toán Thông qua khảo sát này, chúng tôi mong muốn hiểu rõ các khó khăn và thách thức mà sinh viên gặp phải, góp phần cải thiện môi trường học tập và nâng cao hiệu quả học tập của sinh viên ngành Kế toán tại trường.
Nghệ thuật và kinh tế tại Hà Nội đóng vai trò quan trọng trong phát triển địa phương Tôi rất trân trọng sự hỗ trợ của các bạn trong việc hoàn thành cuộc khảo sát này, nhằm thu thập dữ liệu quý giá để thúc đẩy ngành nghệ thuật và kinh tế Hà Nội phát triển bền vững Cam kết bảo mật thông tin cá nhân và ý kiến góp ý của các bạn là điều tôi đặt lên hàng đầu, đảm bảo mọi dữ liệu sẽ được giữ kín tuyệt đối.
Phân A: Thông tin cả nhân:
- Bạn đã học Liêng Anh được bao lâu? năm
Hãy phản hồi về mức độ đồng tình hoặc không đồng tình của bạn đối với các lời phát biểu dưới đây bằng cách tích vào ô phù hợp Điều này giúp chúng tôi hiểu rõ ý kiến của bạn về nội dung, từ đó cải thiện chất lượng và đảm bảo phù hợp với các tiêu chuẩn SEO Các lựa chọn gồm có: Ý kiến rất không đồng ý (ÝD), Không đồng ý (D), Không có ý kiến (N), Đồng ý (A), và Rất đồng ý (SA).
Các bài khóa trong giáo trình tiếng Anh chuyên ngành Kế toán (LACNKT) có quả nhiều tử mới ta Các bài khóa trong giao trình 1ACNKT khỏ hiểu
Các bài tập trong giáo trình TACNKT quá khô, alow Các cầu trúc ngữ pháp quá phức †ạp
Các chủ điểm đưa ra không liên quan nhiều tới chuyên ngành Kể toán
Giáo viên chỉ lập trung vào việc dạy thuật ngữ chuyên ngành,
7- | Giáo viên không khuyến khích động viên học sinh
8 | Giáo viên quả nghiêm khắc và cửng nhắc
9 | Giáo viên còn hạn chế kiến thức chuyên ngành
10 | Giáo viên giảng bài quá nhanh
TT [Giáo viên sử dụng phương pháp dịch quả thường xuyên
12 | Giáo viên giải thích khó hiểu
13 | Giáo viên (6 ra thiên vị
Tôi không thích học tiếng Anh chuyên ngành vì cáo bạn của tôi không thích học tiếng Anh chuyển ngành
Thư viện trường hầu như không có tài liệu tham khảo cho mên tiếng Anh chuyên ngành
17 | Trang thiết bi day học gòn hạn chế
Tdi con thiệu nhiều kiến thức chuyên ngành khi tôi học môn tiếng Anh chuyên ngành
19 | Tôi Không có như câu học môn tiếng Anh chuyên ngành
Khả năng tiếng Anh của tối không tết đề có thể đáp ứng được yên câu của khóa học tiếng Anh chuyên ngành
Tôi gap khó khăn trong việc nhớ từ và cuưn từ chuyên ngành,
22 | Tôi thường không trá lời được câu hỏi của giáo viên
2 | Tôi không tự tín trong giờ tiếng Anh chuyên ngành
'Lôi thấy khỏa học tiếng Anh chuyên ngành không diễn ra như tôi mơng đợi
25 ‘Theo ban, chủng ta phải làm gì dé gây hứng thủ cho người học khi học tiếng Anh chuyên ngành?
Xin chân thành căm ơn sự hợp tắc của các bạn!
This survey questionnaire is designed in the hope of identifying “Factors demotivating the second-year accounting major students to learn ESP at Hanoi
College of Technology and Economics” Your assistance in completing the questionnaire ix highly appreciated The data collected will remain confidential and be used only for the study purpose
Thank you very much for your caoperation!
- How long have you boon learning English? - years
Please indicaie your opimon about each statement by putting a tick (V) in the appropriate column (SD— Strongly Disagree; D- Disagree; N— Neutral; A— Agree; SA- Strongly Agree)
,_ | Thete area lot of new wonts in specialized reading texts in the course book
| ttis difficult to understand the content of specialized reading texts in the course book
3 | Exercises in the course book are too difficult
4 | Grammar struetures in the course book are complex,
5 | ‘Topics in the course book do not relate to Accounting
Teachers only focus on teaching specific lexicon and explaining specialized knowledge
7 | Teachers do not encourage their students
8 | Teachers are loo strict and inflexible
9 | Teachers do nol have cnough specialued knowle
10 | Speed of teaching is loo fast
11 | Teachers use translalion melhod Loo offer,
Teachers’ explanalions are nol easy lo understand
Tdo not like learning ESP because my fnends do not like ơ it
1S | Teaching and learning facilities are insufficient
16 | The number of the students in the class is too large
17 | It is not enough materials in the library
Ido not have enough specialized background knowledge
19 | Thave ne need to study ESP jp | My English ability is wot very good to handle ESP course requirements,
2 It is very difficult for me to lear specialized words and phrases,
22 | Tdo nol answer teachers’ questions
23 | Tam nol confident in ESP classes
24 | The ESP course does not happen as T expect
25 In your opinion, what solutions can help the leamers to overcome their demotivation?
Thank you for your co-operation!
APPENDIX 3 CÂU HỘI PHÒNG VAN SINH VIEN
1, Hm có nhận xét gi về cáo giờ học tiếng Anh chuyên ngành nỏi chung?
2 Theo em những yêu tế nảo ảnh hưởng đén việc gây mắt hứng thú trong việc học tiếng Anh chuyên ngành? (Giáo trình, phương pháp giảng dạy của giáo viên, trang thiết bị học tập )
3 Em đã từng bị mắt hứng thủ chưa? (Nếu có thi khi nảo?)
4 Theo em những giải pháp rảo có thể gây hững thủ cho người học khi học tiếng Anh chuyên ngành? (Về mỗi trường học, giáo viên, giảo trình )
~ Do you think that specialized reading texts
1 Tn your opinion, J1i the ESP couse book are good for what factors | students? - Llow does this demotivate your students in leaning
- What about teaching and learning facilities, are they sufficient or not?
- Do you think that your students have demand to study ESP?
- Do you think your students’ English ability is good enough ta lea ESP?
3 What activities lake place in ESP classes?
- Did you often use translation method in leaching ESP?
- How do you often teach specialized texts?
- Have you ever taught ESP by modem devices? How olen?
- How de you feel when your students make mistakes?
- Have you cver encouraged your students?
- Have you ever had difficulty in explaining the content of the specialized texts in the textbook? How often?
- Did you ask your students to work in pair or group?
3 Have you ever analyzed your students’ needs?
4, In your opinion, When you were teaching or when linisting each ESP course or when you designed the course book?
About teaching methods, course book,
VI factor affect your students in BSP classes?
- Can you give me some examples?
- Can you tell me anything else?