Luận văn co relationship between teacher related factors and student's motivation in the context of lomonoxop school hanoi

1.2 Method of the study In this research, I employed quantitative methods to analyze the data collected and draw on conclusions and remarks In order to achieve the purpose of the sludy,

VIETNAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDLES:

NGUYEN THI LAN

Co-relationship between teacher-related factors and student’s

motivation in the context of Lomonoxop school, Ha Noi

QUAN HỆ TƯƠNG HỖ GIỮA YEU 16 GLAO VIEN VÀ BONG LUC HOC TAP CUA HỌC SINH TRONG NGỮ CẮNH TRƯỜNG TIIPE DAN LAP LOMONOXOP, HA

NỘI

(Minor Programme Thesis)

Field: English Methodology Code: 60 14 10

Hanpi, September 2010

kẻ

VIETNAM NATIONAL UNIVERSITY, HANOI UNTVERSITY OF LANGLAGES ANT INTERNATIONAL STUDIES,

FACULTY OF POST-GRADUATE STUDIES

NGUYEN THI LAN

Co-relationship between teacher-related factors and student’s motivation in the context of Loomonoxop school, Ia Noi

QUAN HỆ TƯƠNG HỖ GIỮA YÊU TỔ GIÁO VIÊN VA DONG LUC HỌC TAP CUA

HỌC SINH TRONG NGỮ CẢNH TRƯỜNG THPT DAN LAP LOMONOXOP, HA

NOL

M.A THESIS

(Minor Programme Thesis)

Field: English Methodology Code: 601410

Supervisor: Van Thi Thanh Binh, M.A

Hanpi, September 2010

LIST OF TABLES AND FIGURES

1 Tablel: Distribution of teacher's level of motivation and commitment on student's motivation

2 Table 2: Distribution of teacher behavior an student's motivation

3 Table 3: Distribution of teaching method on student’s motivation

4 Table 4: Distribution of teacher’s diversity on student’ s motivation

5 Table 5: Distribution of teacher's tests on student’s motivation

6 Table 6: Distribution of teacher's feedback on student’ s motivation

7 Table 7: Distribution of classroom rules on student’ s motivation

8 Table &: Degrees of influence that personal characteristics of teachers have on student’ s motivation

9 Table 9: Degrees of influence that classroom management factors have on student’s motivation

10 Chart 1: How students like to learn with teacher’ s competence

11 Chart 2: Haw students like to learn with teacher’s empathy.

TABLE OF CONTENTS Dechiratian

1.2 Method of the study

1.3 Scope and objectives of the study

1.4 The research questions

1.5 Design of the study

1.2 The role of motivation in foreign language learning

1.3 Student's perception of motivating/ demotivating factors

1.5 Characteristics of young learners

1.8.1 Twelve ycar old young learners

CHAPTER 3: DATA ANALYSIS AND DISCUSSION

3.1 Personal characteristics of teachers

2 Implication for teaching

3 Limitations of the stud:

4, Suggestions for Curther sturdy

PART I: INTRODUCTION 1.1 Rationale

‘In an ideal world, all learners are eager to learn because they are driven by their

inborn curit ily lo explore the world, and the leaming expericnee therefore is a comstant

to adapt my tcaching to my studonls have been an ongoing proc ss of cxperimentation and

change Much of this has been guided by the remarks ttom my colleagues in the English group

at my school and by my student's different ideas about their teachers Many of their comments

"s ideas have revolved around how teachers motivate their students to

and most of my slnx

Jeamn According to my colleagues, I need to pay more attention to manage the class, organize the board, speak suitable amount of Linglish in class and choose suitable methodology in

izaching, Resides, my students also gives mc a lol of ideas on how they like their Leachors Lo

be One way in which I feel I have had some success with this issue is by mereasing my awareness of, and openness to, student’s opinions about learning English in general and my lessons in particular It is thus professional concer, as well as personal curiosity that has motivated my choice of dissertation topic

1.2 Method of the study

In this research, I employed quantitative methods to analyze the data collected and draw on conclusions and remarks

In order to achieve the purpose of the sludy, one questionmmire lo survey the relationship belween teacher ficiors and sludenl’s motivation was devctoped and administered, Besides, the teacher also conducted informal chats with the students so as to see their views and opinions about the teacher factors that affect their English learning

1.3 Scope and objectives of the study

‘The study focus on working out the relationship between teachar factors and student’s molivation so as lo help teachers in Lomonoxop school in goncral and myself in particular improve our teaching and better fit the need of the student Pedagogical impheations for teaching and limitations of the study were given at the end of the paper

1.4 The research questions

‘The study was intended to answer the following questions:

What aro (cxcher related factors thal motivaic the young learnors in Lomonoxop private school, Ha Noi to leam English?

Sub-questions:

1 What are teacher's personal factors thal, motivate the yorng Isarners in

Lomonoxop private school, Ha Noi?

2 What are teacher’s classroom management factors that motivate the young

loarners in Lomonoxap privatc school, Ha Noi?

In order to achieve the aims and objectives of the study, I employed a questionnaire survey to collect relevant data, which was analyzed statistically and interpretatively

1.5 Design of the study

The study is divided into 3 main parts,

Part one is an introduction to the research, where matters such as rationals, methods of study, scope and objectives of the study and the rescarch questions are discussed Part 2 development in cludes three chapters Chapter 1 is an attempt to review the theoretical

background in the light of which the research matters will be discussed Chapter 2 discusses the context of study, data collection methods Chapter 3 analyses the data collected to answer specifically the research questions set forth for the study In Part three Conclusion, findings and discussions as well as a summary of the study are given and some implications for traching are suggested Suggestions for fixther sludy arc also provided in this part

PART

: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definition of terminology

1.1.1 What is motivation?

Motivation is central 10 human activity Anything that drives human beings to acl is related to motivation In such fields as economy and law, motivation is defined as intemal drives for human behavior, These drives in tum originate from needs, but not all needs are drives Only those which arc recognized to be realizable in certain circumstances become the

motivation to act Because motivation is related to needs, it is internal to human beings

Ina larger senso, motivalion is rctated lo satisfaction of needs and dasire, whether it be internal or external to the person According to Webster’s dictionary (1913), to motivate means to provide with a motive, need or desire that causes a person to act Onford Advanced Learner's Dictionary cquat:

there are extrinsically motivated students who tolerate for the final test

Gardrer's (1985) view of molivation arises Rom his socio- educational model Ho states that motivation is concerned with the question “Why does an organism behave as it does” and involves 4 aspects

L A goal

2 Anetiort

3 A desire to attain the goal

4, Favorabls aililnde toward the aclivity in question

Motivation then reférs to the combination of desire and effort made to achieve a goal

It is considered in the relationship between the individual’s rationale for any activity with

range of behaviors and degree of effort made to achieve the goals.

It is also worth noting that motivation has close relationship with other affective factors such as self confidence, anxiety and perceived competence All these together work to undermine achievement In section 2.2 of this chapter, we will take a closer look at the role of imolivation in foreign language learnings

1.1.2 What is demotivatian

Traditionally, motivation has been understood and studied as a multitheeted construct consisting of various influences with a positive effect Motivational factors or motives have been considered as kind of induccments with the cffect of energizing ongoing, action (Domnyci

2001) However, there is another aspect to motivation that has been left with little attention

Just as (here arc influcnecs that have a positive effect on motivation, there arc also those that

have a detrimental eftéct on motivation Thase intluences are called demotivating influences

‘The notion of demotivation is relatively new and has not been fully adopted yet in the field of the sccond/forcign language learning research However, Dérnyci (2001) has attempted to

provide a definition for it Accordingly, demotivation “concerns specific external forecs that

reduce or diminish the motivational basis of a behavioral intention or an ongoing action” (Dãmyei 2001:143) Thus, demotivation conld be regarded as the nogalive counlerpart of motivation, Similarly, demouves could be regarded as the negative counterparts of motives,

Murthermore, a demotivated learner is someone who has lost his or hers interest for some

reason The loss of interest can derive from various sources of demolivation, For instanes, a teacher who cannot control the class or a boring textbook can act as a demotive for a leamer Towever, the notion of demotivation cannot be related to every reluctant learner Démyei (2001) has distinguished at laast thros negative factors that carmol be referred to as dernotiv Firstly, there are powerful distractions, e.g, watching television instead of doing one’s homework, ‘hese cannot be regarded as demotives because they do not carry negative value Hones, insicad of redueing motivation they distracl a lsamer by presenting a more altractive alternative Secondly, gradual loss of interest camot be regarded as a demotive because demotives are specific factors or incidents that reduce motivation on a single event Thirdly, there are circumstances when a leamer recognizes the inconvenience or high costs of pursuing the goal, This means, for example, that a leamer realizes that classes take place too late in the

evening or that the shadying is too time-consuming The reason why this cannot be referred to

as demotivation is that it involves intemal processes of deliberation and no external inducements are present ‘The situation would be different if someone else convinced the learner that the eosis for pursuing the goal ara too high Then, this other person could be rogardei! as an external factor demotivating the learner

1.2 The role of motivation in foreign language learning,

In 1960, Jerome Bruner, a cognitive psychologist, posed a challenge to sducators to identify the “optinum conditions” for Icarning to take place This has gencrated some of the most exciting developments in both education and psychology over the following decades Lator rescarch fonnd oul that if such optimum condition were lo exist, il was impossible to be

in the absence of the learner's affective factors, central to which is motivation Gardner and

Lambert, 1972; (Dérnyei,1994)

Meaningful involvement in language leaning happens only when learners find their

needs to be met Thus it is assumed that motivation is onc of the major factors contributing to

one’s success in learning a second or foreign language Oxford and Shearin(1994) state that

“Many researchers consider motivation as ong of the main clements thal determine success in developing a second or foreign language; it determines the extent of active, personal involvement in language leaming,”

of leaming, it does represent key components that can contribute to success, Unlike factors such as Kp and A which are hard to be changed, motivation is both social and personal and possesses potential for achievement improvement

Language learning is remarkably different from other kinds of learning becanse of its social nature, The learnt language becomes part of one’s identity, Through learning a language, one is contacting and assimilating himself into a new warld of knowledge, culture and valnes As assimilation and ittornativation in learning takes place, ane is changing, too

Williams and Burden (1996:115) state thai

“The leaming of'a foreign language involves far more than simply learning skills, or a system of rules, or a grammar, it involves an alteration in self image, the adoption of new social and cultural behaviors and ways of being, and therefore has a significant impact on the social nature of the learner.”

Because leurning ø sòond language is ultimately learning Lo be another social parson (Crookall and Oxtord, 1888:136), this process is often long and difficult In order to be successful, language learner needs motivation to continne his/her leaming his is especially truc in English as a foreign language context like Vietam where tmany students after several years earning English at school fail to communicate properly in simple situations

Another role of motivation is to promote the choice of strategies among students

learning a second or forcign language Research has shown thal the use of specific learning strategies and techniques while studying a second or foreign language leads to success “The conscious, tailored use of such strategies is related to language achievement and proficiency” (Oxford,1994) Siralegies are the tools for active, solf-dirceted involvement necded for developing the second/foreign language learning communicative ability She further states that:

“Mo motivated students tend Lo nsc more strategies than less motivated students,

hance, they tend to be more successtal.”

Researchers also study ways to promote learning, helping learners become more cffective, independem Isarners, Some of these ways arc teaching Teamners how 10 learn, boosting their confidence and motivation, enhancing self esteem and organizing an appropriate learning environment Background to these studies is learner difference and human multiple intelligences As long as a Icarner realizes his/her potentials and makes usc of them in learning He or she will be more interested in learning activity

1.3 Student’s perception of motivating/ demotivating factors

‘The researchers administered a detailed questionnaire, and by using a variety of statistical procedures they distilled a final sct of ten motivational factors representing a very good fil Among them cmerge the four most important factors in the leaning environment: the student’s parents, teachers, peer group and school

1.3.1.1 Parental influences

Educational psychologists have long recognized that various family characteristics and practices are linked with school achievement, and one of the central mediators between family and schoo! is generally thought to be motivation (Golllfied of ab, 1994), As Ricks ot al (1998) summarize, four parenting factors have been traditionally identified as significantly

shaping student motivation:

+ developmentally approprials timing of achievement dernands pr

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significant variable affecting pupils’ attitudes towards the secand/foreign language learning learning In their position of group leaders, teachers are also largely responsible for the development of gronp characteristics in the class, which in tum affect student motivation

1.3.1.3 Learner group

In a classroom investigation, Clement et al(1994) found that perceived group cohesiveness substantially contributed to learners’ overall motivation construct and correlated significantly with various language criterion measures Further support for the influcnec of group characteristics on the learners’ motivational basis was provided by:

+ Hotho-jackson (1995), who oxamined tho role of the group context im the }earrers tendeney to give up their language s studies

» Dérnyei (1997), who analyzed the motivational basis of cooperative leaning and Julkunen (1989), wha oblained cmpirieal confirmation aboul the supcriorily of cooperative language learning over competitive or individualistic goal structurcs

* Domyei and Komis (2000), who identified a positive relationship between the socond/foreign language learning learners? willingnass to engage in communicative tasks and the speakers” social status and the quality of social relationship between the speaker and the

interlocutor

1.3.1.4 School

There has been a recent recognition that there 1s an additional psychological environmental level between the learner in a class group and the school as.a whole Maher and Midgley (1991) tave angucd hal schools vary in their general climmlc and policizs such as school level authority and management structures, the teacher’s sense of efficacy, grouping practices, evaluation practices his variation influences the motivation of both teachers and students in a fundamental way Pintrich and Schunk(1996:370) talked shout school motivation as followed “A focus on schools as the unit of analysis has not been adopted by many psychologists interested in motivation, tut there are a few exceptions Psychologists, given their disciplinary traditions, have tended to focus on individuals and have becn concemed with how individual’s motivational beliefs, perceptions, needs, goals and so on can

influence motivation and behavior At the same time, many of the psychological ideas regarding individual motivation are relevant to a school-level analysis Nevertheless a move to

a discussion of school influences involves a shift from a more psychological perspective to a more sociologival and cullural perspective”

1.3.2 Demolivating factors

1.3.2.1 Demotivating factors identified by Dérnyci

Demnyei (originally 1998b but based on 2001) conducted a study on demotivation, aiming to find out the varicty of demotivating factors The study was prompted to a grcat extent by the concluding findings of Chambers (1993) and Oxford (1998), who both emphasized the importance of commumicalion and cooperation will the studonls with respect

to (de)motivational matters, Hence, Démyei’s (otiginally 1998b but based on 2001) study of demotivation was conducted in close cooperation with his students, who were participants of

an MA course on "Demolivation in Second Language Teaming’ Dõnt

indy differed fiom those by Chambers (1993), Oxford (1998) and Ushioda (1996a) in that it focused specifically on learners who had been identified as being demotivated, whereas the three

tion of students and

previous sludics reported so far had boon carried oul by laking a cross

asking them about not so good learning, experiences Déryei’s (originally 1998b but based on

2001) study was qualitative The subjects were 50 sscondary school pupils in various schools

in Budapest They were studying cither English or Gorman as a forcign language and trad been identified as being particularly demotivated by their teachers or peers, The data were collected

by structured interviews that ranged from 10 to 30 minutes A list of core questions was used

to the main categories established catlicr Only primary demotivating factors were included in

the tabulation because it was assumed that some of the other factors mentioned were only

English as a foreign language actions of already existing demotivation caused by the primary factors This was based on the assumption that once a student had lost interest in learning the the second/foreign language learning, everything related to if felt slightly negative Nine catagories cmergsd from the dala, The teacher was (ho most froquenl souree of demotivation

ommitment

The demotivating aspocis about the ts

to teaching and attention paid to students In addition, his or her competence, teaching methods, style and rapport with students were considered demotivating It was reported, among other things, that tho teacher shouted all the time and that he or she always concentrated on his or her favorite students Furthermore, the teacher did not show up in the

Sher were related Lo his or her personalit

classes whenever il was taining or cold or windy, or if the roads were icy” (Démyei 2001:152), Also, the teacher had expressed lack of commitment by letting students know in the very first class that he or she would not be putting much effort into lessons because there was “no point in loarning Pnglish for just two lessons a wack” (Dérnyei 2001-152) Reduced self-confidence was the second ficquent source of demotivation On one hand, reduced sclf- confidence derived from experience of failure or lack of success On the other hand, reduced self-confidence was also indirectly related to the teacher, meaming thai roused sctf- confidence was partly due to some classroom events that were within the teacher’s control, e.g marking Mor instance, one student reported that he or she received only average grades in English despite the hard effort and this had reduced lis or her confidence He or she also [SH that it was impossible for him or her to get better grades because the teacher had “picked on” (Déornyei 2001:152) him or her Inadequate school facilities was as frequent as the second

catagory, reduced seH¬conli Imdcquatc schoot facitilies meant the group being too big

or not beingon the right level, or teachers changing too fiequently It was reported that what had supposed to be a beginners’ group had turned out to include students who already knew English and this tad placed the beginners in a disarlvantaged position, Another thing reported was that in ten years there had been 11 different teachers who all had “tried out new methods, demanded different things and considered difffsrent thingsimportant” (Démyei 2001:152)

‘Nogative attitude towards the the scvond/forcign language learning was the fourth source of demotivation For example, German langnage was considered incomprehensible because of its

20

structure, grammar and the way it sounds The compulsory nature of the the second/foreign language learning study was the ih source of demotivation This meant, for instance, feeling compelled to choose German over another language because of its utility Interference of anothar forcign language being studied care sixth This could be scen in tixing up the two languages Il was mentioned that German and English are so sinilar Wat thoy gol mixed up easily, Secondly, it was reported that learning the the second/foreign language learning interfered with another language studied lence, the the second/foreign language learning was scen as a thrcat to the mastery of this other language, which was considered casicr and more usefitl in any case

Nogalive allitude lowards the the sccond/forcign language Iarringcommunily was the seventh source of demotivation For instance, American culture with its best known aspects, such as McDonalds and films, was considered unattractive by some students Attitudes of group members came cigtt, For onc student this meant always fecling embarrassed beemuse he or she

felt that the other group members laughed at him or her because ef his or her poor English skills,

The course hook was the ninth source of demotivation Tl was simply disliked and described in such words as “the worst course book in the world” and “incredibly bad”(Dérnyei 2001:153)

‘The teacher was the most ftequent demotivating fhetor with the fequenoy of 40% of all the factors The teacher could be cansidered ever more predominant when ihe olher Ieachor- related category, reduced self-confidence, was taken into account Together these two categories made up more than half of all demotivating factors Two other factors with significant proportions (more than 10%) were inmadaqnale school favilities and nogalive atutude towards the the second/foreign language learning

1.3.2.2, Demotivating factors identifled by Oxford

Oxford (1998, as quoled in Dõmyei 2001) cơndnelsd a qualitative sludy on demotivation, which focused on a teacher’s influence on (de)motivation The data were

collected by essays Approximately 250 students, both in high schools and universities, were asked to write about their oxporiences over a period of five years The students were given a few prompts, such as, ‘Describe a situation in which you experienced a conflict with a teacher’

21

and “Talk about a, classroom in which you felt imcomfortable’, The data were analyzed by conducting content analysis Four broad themes emerged fiom the data, The teachar’s personal relationship with the students was the first theme and it included issues such as, the teacher

showing lack of cating and gensral balligerones Furthermore, the teacher was criticized for being hypercritical and for patronizing or favoring a student, The teacher's altiluds towards the course or material was the second theme and it referred to his or her lack of enthusiasm, sloppy management and close-mindedness Style conflicts between teachers and students was the third theme, This theme included issues such as, multiple style conflicts and conflicts about the amount of structure and or detail Also, there were conilicts about the degree of closure or seriousness of the class, The nalurs of classroom aetivitios was the fourth there, TL inchaded aspects such as, irrelevance overload and repetitiveness,

1.4 Teachers as motivating/ demotivating factors

The teacher's role in shaping student motivation is rather camplex This is so becanse teachers also act as key figures or authoritics, who affect the motivational quality of the learning process by providing mentoring, guidance, nurturance, support and limit setting ‘(The focus in roscarch on the motivational impact of leachors has traditionally boon on trying to distil the unique characteristies or traits that distinguished successful practitioners fiom unsuccessful ones ‘I'hese “trait approaches” have by and large proved inconelusive becanse molivational effectiveness appears lo be determined by an interplay af soveral broad factors, whose various combinations can be equally effective However, one thing with which everybody would agres is that teachers are powerful motivational socialisers Being the officially designated leaders within the classroom, they embody group conscience, symbolize the group's unity and identity and serve as a model or a reference They also funetion as an

“emotional amplifier of the group whose appeals and example are critical for mobilizing the group” (Iesuino, 1996-115) Simply speaking, to Toad means lo dizccl and cnorgize, thai is, to

motivate

‘A usefiil way of organizing the multiple influences teachers have on motivation is by

scparating four interrclated dimensions:

1 The personal characteristics of teachers such as level of motivation, commitment, warmth, empathy, trustworthiness, competence, teacher expectations, etc., determining the rapport between teachers and students and largely responsible for affiliative motive, which

refers Lo student's nsed ta do well in school in ordor to please the teacher or other suporordinalc figures (Ausubel ct al 1978) Darnyei (1992) said that teacher expectation factor has been shown to affect student’s rate of progress, functioning to some extent as a self fulfilling prophecy, with students living up or down fo their teacher’s expectation Moreover, he also cmuphasized the importance of teacher enthusiasm to learner enthusiasm in learning Csikszentmihalyi (1997) points out that the influential teachers- those who are remembered anid who take # real difference in thair student’s develapmien! are nol the ones who have most status and power, and they may not even be the most intelligent or knowledgeable instructors a student has Instead they are usually the ones who love what they are doing, who show by their dedication and their passion thal thare is nothing clsc on carth they would rather be doing, Effective teachers arc not necessarily the ones whe are successful

in the business of transferring cognitive information Instead, the positive impact of good

tgachers is duc tp the strength of their conmmiment towards the subject matier which beeor

“infectious”, that is, instills in students similar willingness to pursue knowledge

2 Teacher immediacy, which is one aspect of teacher’s classroom behavior that has been found by instructional conununication rescarchers to have a ensiderable cffeel on student motivation Teacher immediacy behaviors accounted for 34% of the overall motivators listed (Gorham & Christophel, 1992) Immediacy refers to the perceived physical and

is from mutigale

ness helween people, and cumulative

that teacher’sverbal and nonverbal immediacy behaviors that reduce the distance between teacher and students (e.g, addressing students by name, using humor, moving around in class, inchuling personal lopics and cxamplss) may impacl levels of Isarning by modifying

classroom motivation

3 Active motivational socializing behavior, accounted for 14% of the overall

motivators (Gorham & Christophel, 1992), by which teachers can cxert a direct and systematic

» task presentations (calling student's allention to the purpose of the activity they are

gong, to do, its interest potential and practical value and the strategies that may be usefal in achieving the task, thus raising student's interest in the subject)

> fecdback/roward system (which communicates a clear message about their priorities, value preferences and attributional belief)

Through these chanmals, tcachars communicate their bolic, expectations and altitudes, thereby pressing their adopt similar belied, attitudes, expectations and associated behaviors

4 Classroom management: ‘Teachers are in almost total control of the running of the

classroom, including setting and anforcing rules, cslablishing procedures and organizing grouping activitics These in tum grcatly influence the studcnt’s motivation and therefore, the

teacher's classroom management practices constitute a fourth central motivational domain It

roquiras Tiltle justification thal smoothly runing and efficiont classroom procadares enhance the leamers’ general well being and sense of achievement and thus promote student motivation It was found over 60 years ago in Lewin et al.'s (1939) classic study on leadership

styles that a lack of order generates a grcat deal of stress and undermings student sehizveTmenL

‘Two aspects of the managerial role are particular important:

» Setting and maintaining group norms Through their position as designated leaders,

thors have a sp cial responsibility in solting up and maintaining th rules, Tf the teacher does not pay enough attention to enforcement of the established nonus, leamers immediately receive a clear message that those rules are not really important, which will result in the rules rapidly being discounted and disobeyed

+ The teacher’s type of authority, Providing order in itself may not be sufiicient to generate motivation because student motivation is also a function of the teacher’s authority

type, that is, whether the teacher is autonomy supporting or controlling Sharing responsibility

24

with students, offering them options and choices, letting them in the decision making process enhance student self: determination and intrinsic motivation (Deci et al, 1991)

1.5 Characteristics of young learners

1.5.1 Twelve year old young learners

For the successfid of teaching English in sceondary school, above all, it is cssentiat for the teacher to understand the young learners’ characteristics because this will play a crucial role in how ths teacher builds a lesson, how he or she can make sure that the young learners arc fully involved in the learning process and how they respond, The term “ a young Icarner” covers a wide age range, this can be anybody from the age of three to the age of eighteen,

Tn the study, Ihe focus is on learners of age 12 Tharcfore, T would like to point oul some characteristics of this age

11alliwell states that:

© They are happy when they can play

* They love to share their experiences, they love when people pay attention to them and their talking

© Theyare able to talk about what they are doing

© They use imagination a lot

* They can think, argue, discuss and they are able to interact with both children and adults ‘They are able to concentrate for certain time

© They understand situations and through situations — they use several senses

© Theyare able to use language skills not even realizing them,

* They do not realize what is fact and what is fiction sometimes

+ They wanl to loam and aro happy when they learn somettring, then they have Lo share i with somebody and they are proud that they learnt something, they can show offa little bit

© Often they “teach” each other

* They love to be praised for what they have done and learnt, this is very important fact

to keep their motivation

© Very often thsy pretend they understand everything and they know everything

« Young children are already very good at interpreting meaning without necessarily understanding the individual words already have great skill in using limited language creatively

+ Frequently learn indirectly rather than directly

* Take great pleasure in creating fun in what they do

© Their imagination is ready

© “Above all take great delight in talking” (Halliwell, 1992, p 3)

1.5.2 Young learners in Lomonaxop school

My observations arc the same as Halliwell for twelve year old young Icamners at Lomonoxop school However, there are some more characteristics of them that 1 want to add from my observation as a leacher teaching here and the comments of my collsaguss

First of all, young learners in Lomonoxop school were born in the year of the Tiger,

1998 They are claimed by many teachers to be naughty students It is also observed by many teachers that the morality of many students is becoming worse, Students seam to have many things to conccin beside Icarning, As they come ftom rich families, they bring with them to school such things as expensive mobile phones or CD players and spend much time talking aboul those Many studenis seem nal lo pay imch allention during lessons bul talk Lo friends instead, For subjects in general and English in particular, they are lazy about doing homework and revising their lessons at school Generally speaking, the majority of them are bad at English,

1.6 Summary

In this chapter, the definition of motivation and demotivation as well as the role of mmolivation in foreign language learning have been reviewed Also, student's perception of motivating/ demotivating factors have been presented Charactetistics of young learners in general and those of young learners in Lomonoxop school are discussed in detail

26

CHAPTER 3: THE STUDY

‘This chapter discusses the contextual conditions that determine the study of molivation, IL is slarled by doseriting the situation where the study was conducted and the

infortants involved in the study Method of dala collection is also discussed in details

2.1 The context

Social conditions can determine caring to a large extent According to de Lopez (1994), there are two levels of social environment contributing to the learning of a language The first level is the sacicly asa whole in which Ihe learner lives and works Al this macro level, common social values, language opportunity and language tendency are determined Lach individual often has little or ne control over it I'he second level is called individual social environment Il is related to conditions set by the learning groups and the significant others (teachers, peers, parcnts ) These two levels will be looked at to define the context of the study

AL the sov sly lovel, English hus an overwhckning position as a forcign language in Vietnam, International integration and cooperation have let the government to have policies to encourage the use of Linglish such as compulsory Linglish lessons at secondary and tertiary

Al individual social environment, students in Lomonoxep privalc school Iakc Engfiah

as a compulsory subjects like other ones in a secondary and high school, Beside the general textbook that students learn in the morning, they practice more in the aftemoon following the

advanced program designed by their own teachers with all 4 macro skills, However, il j observed that students are not fully and actively involved in the learning process, Furthermore, they show mors eagerness to the lessons of a certain teacher than of other teachers, Therefore,

there cxists a problem of the role of a teacher and what factors about a tcacher motivate

As a whole, these informants have studied English as a school requirement for two semesters At the time of the study, they are going to take the second term test As discipline was rcinforead in the school, elass allondance was high and students generally took leaning seriously

‘The researcher is a teacher teaching in 2 per 7 classes

2.3 Method of data collection

The data collection method applied in this study was aimed at collecting quantitative data

to make use of analytical paradigms in applied linguistic (Nunan 1992) ‘The quantitative data ware collected from one qnestiomaire and were analyzed statistically The procedure of data collection was as followed:

- Formal chats with students were carried trom the beginning of the second semester

- A questionnaie was given at the cnd af the scoond sernaster Lo collee! students ideas, 2.4 The survey questionnaire

Questionnaire items were devsloped on the basis of teacher related molivating/demotivating factors in the literature, the characteristics ofa goad tsacher Hi

Breach (2004), and the results of my informal chats with the students All these stems cover 2 following sub-themes

sử by

1 Personal characteristics of teachers

2 Classroom management factors

‘Thinh, 1996; Kobayashi, 2002)

2.5 Summary

In this chapter, the setting of the study has been deseribed., The choice of research methods az well as the rationale of employing such methods was also discussed ‘I'he chapter ended witha brief deseription of the sinvey questionnaire

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CHAPTER 3: DATA ANALYSIS AND DISCUSSION

In this chapter, the data collected from the swvey questionnaire will be analyzed to figure out the teacher factors that motivate the young learners,

3.1 Personal characteristics of teachers

Persoml characlcristics af teachers are measured with the th components of level

of motivation and commitment, competence and teacher expectation and empathy

3.1.1 Level of motivation and cammitment

Teacher’s level of motivation and commitment is measured in such aspects as his or her carefidiness in lesson preparing, enthusiasm for teaching, love for students, thorough explanation of language matters to sindonts, willingness to answer sludenl’s questions and quickness in marking and returning student’s work atter testing, or collecting

As for teacher's carefiilness in lesson preparing, 86% of the informants asked strongly agreed and ugreed that they feel motivated lo lear if the teacher propares lessons carefully with illustrating pictures, handouts, games or clectronic lessons Only 14 % showed no concern on this matter It is clear that teacher’s investment in the lessons can motivate students extensively in their learning

Teacher’s enthusiasm and his/her love for students also appear to have good effect on student’s motivation to learn Among 140 students asked, 105 of them (82%) said that they like to learn with Lcachers who tgach thom with enthusiasm and who never show tiredness with teaching and with students.17 of them (12.% of the sample) said that they are not

motivated to learn whether teachers show their enthusiasm in teaching and love for students

or not Another 6% (8 students) had no concern on the matter It can be cn clearly that the majonty of students find themselves motivated to learn if the teacher loves his or her teaching and the students he’ she is teaching

Another expect oxplored under level of motivation and commitment is teacher's thorough explanation of language matters to students Once more, 86% of the students asked strongly agreed and agreed that they like to learn with a teacher who explained language maticrs thoroughly to them, Only 7% showed a ncutral attitude and 7% disagreed

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The last twa aspects under level of motivation and commitment of teachers are

teacher’s willingness to answer student’s questions and teacher’s quickness in marking and

returning student’s work after testing or collecting For these two aspects, the former received

95% of strong agrectuemt or agreement, and the laller recived 87% of strong agreement or

agreemenl 13% showed neutrat allilude towards tzachor's willingness lo answer student's questions and 7% had neutral attitude towards teacher’s quickness in working and returning

student’s work,

Strongly Strongly ‘| Neutral | Total

You like to learn with teachers who agree or disagree or

agree disagree

1 always prepare lessons carefully with | 86% 0% 14% 100%

pictures, handouts, games

3 never show lircdness with lessons and | 86% 71% 7% 100% students

4, explain thoroughly unclear matters ta | 95% 0% 5% 100% you

5 mre willing to answer your questions | 87% 0% 13% 100%

during learning process

student’s work after oolleting

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3.1.2 Teacher's competence

Questions from 7 to 10 were designed to see how teacher competence and expectation affect student's motivation in learning English Teacher competence is measured by the competence in English , competence in general knowledge and competence in conveying

knowledge to students

As can be seen from the chart, teachers who are not only good at English but also

knowledgeable in other fields motivate students the most to learn This is shown by 99% of strong agreement or agreement In addition, 93% of the students revealed that they wanted to

learn with teachers who speak English clearly and easily to understand This can be inferred

from the fact that grade six students have not been much exposed to English Thus simple and

clear English makes them motivated to learn, Competence in conveying knowledge to students

is also one of the factors that the majority of the students cite 89% of them stated that if teachers can explain language matters in an easy to understand way, especially complicated

ones, students are more motivated to learn

As Démyei states in his book, “Teaching and Researching Motivation”, teacher

expectation has a direct impact on student’s motivation and therefore on their achievement at

school The 10" question was designed to find out how teacher expectation affects student’s

motivation to learn This question covers two aspects The first is teacher’s knowing the

levels of their students and the second is their knowing how to set up and develop suitable

materials (as well as suitable learning methods for their students) The result was not to the researcher’s surprise 86% of the students like to leam with teachers who master both aspects

Teacher’s empathy in the study is measured with questions 11, 12 and 13, which refer

respectively to his or her care, sympathy and encouragement when students have difficulties,

patience with student’s mistakes and continual encouragement during student’s learning

Chart 2 How students like to learn with teacher's empathy

and encouragement when

learning process 84%

The chart shows that 86% of the students showed motivation to learn with teachers

who care for them, sympathize and encourage them to overcome difficulties In addition, when

teachers are patient and not angry with student’s mistakes, 89% of the informants find they are

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Tnore motivafed to learn Moreover, teachers who keep encouraging students to improve their

result motivate students most 94% of the students strongly agreed or agreed The data

suggests that young learners in Lomonoxop schocl like to receive encouragement from their teachers and they arc highly motivated to learn with teachers who arc cinpathetic with tham

3.2 Classroom management factors

Classroom management factors are corinected with all the things that teachers show in

class In this study, classroom management factors are seen from thres dimensions The first

one is teacher’s behavior, the sccond one is teaching method and the last onc is classroom

As for teacher’s carafulmess in marking and correcting shident’s work, 51% of the

students asked strongly agreed ar agreed , 21% showed a neural attitude and 28% strongly

disagreed or disagreed It seems that students don’t care much about the importance of

carefulness in correcting exercises

The dala is sitar for question 16, lalking abont the effect on sativation when

teachers are able to create good rapport with students, but are still strict in class and have

student’s respect 64% find themselves motivated to learn with those teachers 28% had no

idca and 8% strongly disagreed or disagreed It can be scen from the data that the number of

students having neutral attitudes is rather high

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Teacher’s way of dressing is one aspect that is expected to have great effect on student’s motivation to lean, When asked about how they are motivated with teachers who dress appropriately and beautifully to class, it is counted that 72% strongly agreed or agreed, 20% wore indifferont and 8% disagrosd This dala infers that students like to learn with izachors who have appropriate appearance

Fair treatment by teachers towards every student in class is also a matter of eoncem, For this question 81% like to learn with teachers who consider every student equally and treat thom fairly, 19% of them said that they disagreed This data shows that the majority of students do not like to have favoritism in class However, there are still a number of students

in class like their teachers to favor cortain shudons

The last question under the theme of teacher’s behavior talks about a teacher’s respect for student's ideas ‘This question was designed to see how students are motivated to learn when their teachers respoct their ideas Surprisingly [his question received 100% of strong agrccment or agrecment, This clearly showed that cvery student likes to be respected and treated like an adult

Tabke 2: Distribution of teacher behavior on student's motivation