Luận văn motivational strategies in social english classes for second year mainstream students at faculty of english language teacher

In the context of LLY, HULIS, VNU, several researchers have made an effort to investigate certain methods used by teacher to pursue motivational strategies in English teaching, Tlowever

ĐẠI HỌC QUỐC GIÁ LIÀ NOL

TRƯỜNG DẠI HỌC NGOẠI NGỮ KHOA SU PHAM TIENG ANH

KHOA LUAN TOT NGHIEP

CHIEN LUGC TAO BONG LUC HOC TRONG GIO

HOC MON TIENG ANH XA HOI CUA SINH VIÊN NĂM

HAI KHOA SU PHAM TIENG ANH, DAI HOC NGOAI

NGỮ, DẠI HỌC QUỐC GIA TIÀ NỘI

Giáo viên hướng dẫn: Lê Diễm Phúc (Th.s)

Sinh viên: Dương Thị Lê Dung

Khoa: QH2012.F1.E1

HANGI- 2016

ACCEPTANCE PAGE

I hereby state that 1: Duong Thi Le Dung, QH2012.ELFI, being a candidate

for the degree of Bachelor of Arts (TEFL) accept the requirements of the

College relating to the retention and use of Bachelor's Graduation Paper deposited in the library

In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in

accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper

Signature

Date: May 6%, 2016

ACKNOWLEDGEMENT

First and foremost, an the completion of the study, I would like to express my deepest gratitude to my supervisor, Ms Le Diem Phuc for her precious guidance, immeasurable help, and support and beyond, from whom I have received valuable

suggestions and critical comments

Secondly, I would like to send my sincere appreciation to Ms Tran Iloai

Phuong, my former supervisor, for her constant guidance, encouragement, support

and initial suggestions for my research lopie, without all of which T could not complete this paper

Thirdly, T am so obhged to the parlicipants, 120 second year siudents for

assisting me in collecting the data I would like to express my sincere thanks to five teachers from English Division 2 namely Ms Le Phuong Anh, Ms Luong Huong Thao, Ms Do Thi Minh Ngoc, Ms Nguyen Thu Hoai and Ms Nguyen Tran Ha Linh, who gave me allowance to conduct observation and videotape their lessons Fourthly, it is an honor for me to acknowledge the facilitation and support from the Dopartment while T managed to finish the paper

Last but not least, | owe the warmest thanks to my family and to all my teloveds, who are always with me and give me unconditional encouragement so

that the paper ean come into being

rong Thi Le Dung,

ABSTRACT

In Vietnam, students’ English communication skills are generally weak due to

the fac that the traditional method of teaching and leary English focuses on

kmowledge of language rather than skills Consequently, students in Vietnam are

neither active nor enthusiastic in activities that emphasize communication between

participants Therefore, English teachers need to adapl some changes in their

approaches or strategies in teaching, one of which is motivational strategies In the

context of Faculty of English Teacher Education (FELTE), Hanoi University of

Languages and Tnicrnational Siudies (HUIIS), Vietnam National Universily (VNU), motivational strategies have been applied in Social Hnglish classes for

students Therefore, whether teachers efficiently and successfully employ the

motivational strategies is taken into consideration and urges the researcher to

conduct this study

For the past few years, the teacher's use of motivational strategics las received

increasing attention when a number of studies have been conducted to explore the

application of such strategies and their effectiveness In the context of LLY,

HULIS, VNU, several researchers have made an effort to investigate certain

methods used by teacher to pursue motivational strategies in English teaching, Tlowever, none of them has touched upon the motivational strategies employed by

teachers as perceived by second year students and the researcher's abservation Alt

of the aforementioned reasons urged the researcher to conduct this research paper aiming at investigating the frequency and effectiveness of the motivational strategies employed by teachers in Social English class of second year students as percerved by students themselves

The paper is a mixed rescarch that adopted both quantitative and qualitative methods to bring together the strengths of both forms of research to compare and validate results The results of the survey conducted among 120 HULIS sophomores

and the observation of five Sorial English classes revealed that sLudents preferred

mostly 3 motivational strategies, which were Personalization (Creating

opportunities for students to express personal meanings including experiences, feelings, opinions), Team competition (Using activities which raise competition

among groups) and Promoring cooperation (Setting up a cooperative learning

activity or encouraging students to help one another, offering suggestion on how

‘best to do this.) The resuls signified that the current motivational strategies applied

TABLE OF CONTENTS

CHAPTER T: INTRODUCTION:

1.1 Statement of the problem and the rationale of the study

1.2 Aims of the study and research questions

1.3 Scope of the study

14 Significance of the study

1.5 Organization of the study

CHAPTER IL LITERATURE REVIEW

2.1 Molivation

2.1.1 Definitions of motivation

2.1.3 ‘The importance of motivation in L2 leaming and teaching

2.1.3 Approach of 1.2 motivation rescarch

2.1.3.1 The socio-educational approach

21.3.2 ‘The cognitive-situated approach in 1990s

2.1.3.2.1 Self-determination theary

2.1.3.2.2 Goal orientation theory

2.1.3.3 The process-oriented approach to L2 motivational research

2.1.4 A framework of motivational strategies

2.2 Related studies

22.1 The overview of related studies worldwide

2.2.2 The overview of related studies in the context of FELTE — ULTS:

3.2 Data collection methods and procedures

3 2.1 Data collection method

t 1 Questionnaire

3.3.1.2, Observation

3.2.2, Data collection procedure

3.3 Data analysis methods and procedure

3.3.1 Data analysis methods

33 2 Data analysis procedure

CHAPTER LV: FINDINGS AND DISCUSSION

Appendix 1: Classroom observation checklist

Appendix 2: Questionnaire for students

LIST OF TABLES AND FIGURES

Figurel Gardner's 1985 conceptualization of the integrative 6

motive

Pigue 2 Dornyei’s 1994 framework of 1.2 Motivation 10

Pigme3 Wiliams and Burder’s 1997 framework of I2 11-12

motivation

Figure 4 Domyei’s 2001 Process Model of Learning Motivation 13

in L2 classroom

Figure 5 Domyeis 2001 compenents of motivational teaching 16

practice in the L2 classroom

Table] Observational Variables measuring the teacher’s| 18-20

motivational practice

Table 2 Observational variables measuring leamers’ motivated | 28-29

behavior Table 3 Datla collection procedure 30

Table 4 Frequency of motivational stralogies employed m Social 34

English class, perceived by second year mainstream

student at FELTE, ULTS, VNU

Figue6 Frequency of aolivalional strategies employed by| 36

teachers in Social English classes for ULIS second year

students

Table 5 Paired Samples T-Test result — Sig (Q-tailed) of the| 38

frequency of ulilized motivational strategies

Table 6 Legend keys of frequency and effectiveness along with | 39-40

the definition of 25 motivational strategies Table? The frequency of Personalization used, as perceived by| 41

students

Table& The frequency of Promoting cooperation used, as| 42

Table 10 Effectiveness of motivational strategies employed in| 45 46

Social English class, perceived by second year

mainstream student al FELTE, ULIS, VNU Table 11 Pawed Samples T-Test result — Sig (2+tailed) of 47

effectiveness of utilized motivational strategies

Table 12 The effectiveness of Personalization as perceived by| 48

by students

Table 16 The effectiveness of Hlicitation of self or peer correction 52

as perceived by students

Communicative Language Teaching

‡aculty of Linglish Language T'eacher liducation

University of Languages and International Studies Hanoi University of Languages and Intemational Studies Vietnam National University

Secand language Secund Language Acquisition

Motivational Orientation of Language Teaching

Thghi Standard Deviation

anguage Teaching

English as a Foreign Language

CHAPTER 1: INTRODUCTION

This initial chapter states the research problem and the rationale of the study,

together with the aims, the scope and the significance of the study Morecver, it is in

this chapter that the research questions are identified to serve as the guideline for whole study Finally, the organization will be concluded at the end of tins part ta

orientate the reader throughou the paper

1,1, Statement of the problem and the rationale of the study

‘Throughout the world, English is the dominant language to communicate in this globali

ion eva, Asa resull, efforl has been made to help language learners acquire

English cffectively and successfully in the language classroom with the shift from Grammar-translation approach to Communicative Language leaching (CLT) to put more emphasis on communicative use of a language (Richards & Rodgers, 2014) CLY requires students to be more creative and active in the lesson, making the language classroom become more leamer-centered (Munan, 1991; as cited in

Brown, 1994)

In Vietnam, students’ Hnglish communication skills are generally weak due to the fact that the traditional method of teaching and leaming nglish focuses on

knowledge of language rather than skills Consequently, students mm Vietnam are

neither active nor enthusiastic in activitics that cmphasize communication between

participants Therefore, English teachers need to adapt some changes in their approaches or slralogies in teaching, onc of which is molivational stratogivs Tn the

context of Faculty of Knglish Teacher Education (KELTE), Hanoi University of

Languages and International Studies (HULIS), Vietnam National University

(VNU), motivational strategies have been applied in Social English for students, ‘therefore, whether teachers efficiently and successfully employ the motivational strategies is taken into consideration and urges the researcher to

conduct this study.

Although the importance of learning motivation in language classroom has been

acknowledged worldwide, conducted studies on this topic in the context of Vietnam

and particularly in FRITE, ULIS still need paying more attention More

specifically, Nguyen (2009), Nguyen (2011), Nguyen (2012) and Nguyen (2013)

investigated certain method of teacher's use of motivational strategies in English

leaching However, none of the researchers above has touched upon the

effectiveness of motivational strategies as perceived by second year students and the

researcher’s observation Aiming to bridge the gap and gaining a more

comprehensive view of Ihe issue, the researcher conducted this study inthe context

of FELTE, ULIS, VNU with ULIS sophomores as the participants ‘The study is

emitled: “Mativatianal strategies in Social English classes for ULIS second year

mainstream students at Faculty of English Language Teacher Education,

Hanoi University of Languages and International Studies, Vieinam Natiunal

University (ELTE - HULIS - VNU)”

1.2 Aims of the study and research questions

‘The research is conducted with the aims to investigate motwational strategies

that are being employed by teachers in Social English classrooms This goal can be

realized by these two objectives: (1) exploring the motivational strategies employed that urge students to learn English in Social English class, (2) reporting the

frequency of the utilized motivational strategies and (3) reporting the effectiveness

of these strategics

The study seeks to answer two following research questions:

1 What are motivational strategies employed by teachers itt Social Fryglish class for ULIS second year students and how frequent are they used?

re} How effective are the employed motivational strategies in motivating ULIS secomd-yemr students im Social Fnglish chasscs?

1.3, Seupe of the study

The study involves 120 second-year undergraduates at FELTL, ULIS, VNU as

English, Academic English and English 4C ‘The reason for this is owing, to the fact that Social English classes are easier, compared to the other two courses; thus, the

students gradually lose their interest in this subject To avoid subjectiveness in the

sesults, the researcher decided to investigate this matter from the perception of the second year students since they are directly affected by the employed motivational

strategies

1.4, Significance of the study

Once having completed, this research contributes to the volume of research on

Tnobvallomal siraloglos as well as serves as a reference material for those who are

interested in the same research topics Moreover, Hnglish teachers can use the study

results as a source of reference and be aware of some effective strategies that can he

used lo improve studenls’ participation m learmng process

1.5 Organization of the study

The rest of the paper includes the following, chapters:

Chapter 2: Literature review — Provides the background of the study, inchiding definition of the key concept, description of the context of teaching L2 to second

year students at FELTE — ULIS and review of related studies

Chapter 3: Methodology Describes the selection of the subject, the instruments

of the study as well as the procedure employed to carry out the research

Chapter 4: Data analysis and discussion — Presents, analyzes and discusses the

finchngs from the data collected

Chapter 5: Conclusion - Summarizes the main issues discussed in the paper, the

Tnctitalions of the research, pedagogical recommendations concerning the research

topic as well as some suggestions for further studies Following this chapter are the

References and Appendices

we

CHAPTER U: LITERATURE REVIEW

This second chapter provides a brief raview of the literature related to this study

and lays the solid foundation for the development of subsequent parts of the paper

Yo start with, the definition of key concepts, different approaches of L2 motivation research and the motivational strategies framework will be elicited as the guideline

of the whole research After thal, a brief review of the related studies in the world

and in Vietnam will reveal the research gap and objectives of this research paper

2.1 Motivation

2.1.1 Definitions of motivation

Although the term “motivation” is frequently used in educational research, no

ft definilion of motivation:

consensus has boon reached among researchers on the

(Oxford & Shearin, 1994), Analogously, Steel and Konig (2006) put forth the reason as

for the complexity of “intricate and realistic situation” that motivation and motivational

subsels occur since one iheory can only deal wilh only one motivational subscl In spite

of the inconsistency of the term definitions, most researchers seem to agree that

nolivatlơn is “the choice of a particular action, the persistence with it, aud the effort

expended on it” (Domyci, 2000, p 520) In a broader scnse, it is understood as the reasons, desire and willingness for acting in a certain way

Tn psychology, Green (1995; as cited in Zhang, 2008) slaled that motivation ia

“the initiation, intensity and persistence of behavior” Similarly, according to Cherry (2015), a psychology expert, motivation is defined as the desire to

accomplish a goal requiring the ability to persist through obstacles and endurance to

keep going in spite of difficulties

In educational field, the most influential motivation theory in second language

acquisition is proposed by Gardner (1985) with the definition of motivation as the

combination of leamer’s effort and desire to achieve the goal in language teaching

This viewpoint was widely shared by other experts such as Crookes and Schmidt,

Domyci and other experts From the definilions proposed by experts in diflerent [iclds,

motivation in education could be seen as a small branch of motivation in psychology.

In conclusion, motivation in this thesis, basing on the mentioned definitions above, is defined as demands or reasons that push students to learn, involving their

endeavor, desire and orientation in achieving leaming goals

2.12 The importance of motivation in second language learning and

teaching

‘rhe initial research about motivation in second language learning, belonging to Gardner and Lambert (1959, 1972, as cited in Noels, 2000) triggered the interest in investigating the nature and the role of motivation in sccond language Ieaming Since then the importance of motivation has been emphasized and become a surge

in this area (Ellis, 2000), Dornyei (1994) pointed out that motivation played a crucial role in education because it generated the primary impetus to endure the

“long and tedious leaming process” and supported his view by citing a myriad of studies from Oxford and Shearin (1994), Clement (1980) and other well-known

2, p 343)

researchers in this field) Addiionally, Richard and Sclmndl (20

elucidated motivation as the principal cause of success and failure in second language leaming, which is why teachers of foreign language have always tried to apply uew approaches or strategies in their teaching Without sulticienl motivation, even individual with remarkable abilities could not fulfill a long-term goals while those wilh high motivation could make up for considerable deficiency in language aptitude and Icaming conditions In short, in order to boost the efficiency of students’ learning, motivation and motivational strategies researches and studies are needed in educalion in general and in second language icaching in particular

2.1.3 Approach of L2 motivation research

Since many researchers have proposed a mumber of allemative models of motivation in educational field, this part will synthesize some studies reviewing such approaches including the socio-educational approach, the cognitive-situated approach inthe 1990s and the process-oriented approach proposed by Dornyci in 2001

2

In 1959, Gardner and Lambert asserted that motivation was strongly associated

The Socio-educational approach

with leamers’ achievement of second language learning He believed that second

language acquisition took place in many different contexts and most importantly,

the nature of the context itself In 1985, by emphasizing the socio-cultural

dimension of L2 impetus namely integrative orientation, interest in foreign languages and attitudes towards L2 community, Gardner’s approach (1985, as cited

in Domyei, 2003, p 11) offered “a macro perspective that allowed researchers to

characterize and compare the motivational pattern of whole learning communities”

He developed the theory of “Socio-educational Model” emphasizing leamer

variables including intelligence, language aptitude, language leaming strategies,

language attitudes, motivation and language anxiety (Dornyei, 2001)

Integrative Interest in orientation foreign languages Attirudes toward

Evaluation of Evaluation of the La teacher the L2 course

Figure 1: Gardner’s (1985) conceptualization of the integrative motive

{t can be seen from the Figure 1 that various components in the model were

measured basing on different attitudinal and motivational scales Integrativeness

was seen as the interest and identification of the second language community with

their culture and belief and measured by attitudes towards the target language group, interest in foreign language in general and integrative orientation (set of

reasons for which an individual studies the language) Similarly, motivation was

considered the driving force including expending effort, expressing desire and

feeling enjoyment and assessed by motivation intensity (the amount of effort

devoted in learning the language), allitudes toward leaming the target language and the desire to lea the target language Lastly, attitudes toward the leaming situation

referred to the individual's reaction te the learning environment, the teacher, the

course and the materials Gardner (1985) concluded that the imlcgraliveness and

attitudes towards Jearning motivation had a great contribution in developing motivation in second language learning [lowever, the madel received plenty of criticism from various rescarchers mostly against the concept of “integrativencss” since it has been understood in different and sometimes contradictory by various researchers (Domyei, 1003) The reason is that integrative motivation has been defined in a way that almost every reason one can think of for studying the language

of the target community can fall within its range (Clement & Kruidenier, 1983;

cited in Keblawi, 2009) For instance, the orientation for travel was seen as

integrative hy some bul considered instrumental by others Even Gardner himself in

2001 concluded that the “term is used frequently in literature, though close

inspection will reveal [hal iL has slightly different meanings lo different individuals”

(Gardner, 2001, p 1) After all, it is undeniable that the Gardner and Lambert’s

theory and models generated empirical investigations in Canada and inspired other researchers in this area, (Ushioda & Dornyei, 2012)

2.1.3.2 The cognitive-situated approach in the 1990s

Domnyei (1994) indicated that Ihe emphasis of Gardner’s model was primarily placed on attitudes and other social psychological aspects of Second language

learning Therefore, other essential elements of motivation such as self-confidence

or classroom environment have been “over looked or played down” (Domyei,

2001) Moreover, this period witnessed the changes in the focus to cognitive

motivation theory and situated analysis of motivation in specific leamer settings (Ushioda & Domyei, 2012) In the following part, two most influential cognitive

approaches will be briefly presented: self-determinalion theory and goal orientation

theory

2.1.3.2.1 Self-determination theory

According to Dornyei (2003), Deci and Ryan’s (1985, 2002) self-determination

theory is the one of the most influential theories in motivational psychology The

jenn “self-determinalion” was defined as “the aet of experiencing a sense of choice

in initiating and regulating one’s own action”, which is also referring to autonomy The theory distinguished between two terms directly related to educational field

intrinsic and extrinsic motivation The former refers to the behavior that is driven by

internal reward stemming from the innate psychological needs of competence and

self-determination (Ryan & Deci, 2000) It should be noted that the leamers with intrinsic motivation are motivated to do the task for the sake of the task itself

(Oldham & Cummings, 1996) While the intrinsic motivation refers to personal

reward, extrinsic motivation accurs when people are motivated ta do the task in

order lo carn an oxternal reward or avoid punishment (Dornyei, 1994) Sharing the same line, Deci and Ryan (2000) claimed that extrinsic motivation is the action

results from the need 1o “a separable oulcome” According to the sel{delermination

theory, the quality of motivation depended on the necds that all individual tends to

satisfy in their action: the need for competence referring to the desire to confidently

and effectively inleravt with other peuple in the community the need for relatedness pertaining the feeling of belonging, care, respect and conection with others and the need for autonomy implying the willing participation in an activity withow any

pressure (Deci & Ryan, 2002; as ciled in Guilloteaux, 2007) In short, the sell

determination theory put forth the two sources of motivation which have a direct relation to the motivation educating process

2.1,3.2.2 Goal orientation theory

Domiyei (2001, p 27) states that the goal orientation theory was developed ina

classroom conlexL io elucidate children’s learning and performance and might be

the most strenuous motivation theory within the classroom (Pintrick & Shunk,

1996; as cited in Keblawi 2009, p 38) since there is an agreement among the

researchers aboul the definition of goal orientalion (Floit & Thrash, 2001, as cited

in Guilloteaux, 2007, p 43) Guilloteaux (2007, p 43) defined goal orientation as

the “constructs that were specifically developed to explain achievement

auotivalion” Moreover, il is curronlly assumed thal goal is internal, cognilive yepresentation of the desire from an individual which guide one’s behavior in a particular direction (Elliot & Thrash, 2001, p 144) In line with Elliot and Thrash, Domryci (2003) emphasized that the individual performance is closely related to his

or her accepted goals in the classroom context Above all, the goal orientation

distinguished between two types of goals: performance goal and mastery goal, in

which the former refers to the “aim to look smart” while the later unplies the “aim

to become smarter” (Dweck, 1985, p 291; as cited in William & Burden, 1997, p

131) At the end, the mastery goal, or the learning goal is more adaptive than the other one (Guilloleaux, 2007)

Based on the Iwo mentioned theories, the approach by Gardner and the

results of Clement, in Domyci and Nocls’ classroom study, Dornyci (1994)

conceptualized the framework of second language acquisition consisted of three

components: Language Level, Learner Level and the Learning Situation Level as

presented in the table below,

Components of Foreign Language Learning Motivation

LANGUAGE LEVET Tntegrative Motivational Subsystem

Instrumental Motivational Subsystem

LEARNER LEVEI Need for Achievement

LEARNING SITUATION LEVEL

- Course-Specific Motivational Interest

Lxpectancy

Salisfaction,

- Teacher-Specific Motivational Alfilialive Drive

Direct Socialization of Motivation + Modeling

+ Task Presentation

- Feedback

- Group-Specific Motivational Goal-oridentedness

Group Cohesion Classroom Goal Structure

Figure 2: Dornyei’s 1994 framework of L2 Motivation

The language level concentrates on numerous aspects of second language such

as Ihe cullure, the communily, the polential usefulness of proficiency in a This

level is in line with the Gardner’s way of classifying motivation as integrative and

instrumental motivation subsystem Secondly, the learner level includes the need for

avhievement and sell-confidence invelving persoralily tails and second language attribution about past experiences and self-efficacy (people’s judgment of their

capabilities to carry out certain specific tasks) The third level of second language

amoftivalion construct is the leaming situation level made up of cou

c-specific

motivational components, teacher-specific motivational components and group-

specific motivational components

After the work of Dornyei in 1994, Williams and Burden made an attempt to

summarize and listed cut the components of second language motivation Unlike

Domyei, William and Burden classified motivational components into two main

groups which were internal factors and external factors This framework, as

perceived by Domyei in 1998, is a highly detailed one but still remains the same

demerit as Domyei’s previous framework in 1994 that is the lack of relationship

Yetween the listed items and is hard to apply to empirical testing Therelore, in

2001, he introduced a process-oriented approach, which will be discussed later in

‘this part

Intcineic inlereat of aclivily Significant olhexs

- Arousal of cuziosity - Parents

Optimal degree of challenge - Teachers Perceived value of activity + Pears

+ Personal relevance

+ Anticipated valne of outcomes

intrinsic vatue attributed to the activities

- Feeling and competence

Awareness of developing skills and

mastery ina chosen area

+ Self-efficacy

‘The nature of interaction with significant others

- Mediated leaming experiences

- The nature and amount of feedback

- ‘Time of day, week, year

- Size of clazs aud school

- Clase and school ethos

‘The boarder comext

- Wider family network

VM

> Realistic awareness of personal

+ Strengths and weaknesses in skille

required

Personal definitions and judgements

of success and failure

- SalEworh coneerm — learned

luIptessness

“Attitudes language learning in general

To the target langnage

- To the target language commmnity

and cullure

Other Affective states

Confidence + Ansiety, fear

Developmental age und slage

Gender

‘The Tocal edncation system Conflicting interests

Cultural ơrms Sociclal expectations and allitudes

Figure 3: Wiliams and Burden’s 1997 framework of L2 motivation

2.1.3.3 ‘The process-oriented approach to L2 motivational research

As mentioned above, this approach is [he mosl updated one that could be applied

in empirical research about motivation in second language learning It was proposed

by Domyei (2001) According to Domyei (2003), since the day it was published,

the process-oriented approach has received aticntion [ram various researchers

because it took into account the time element of motivation Moreover, the process-

oriented approach has created the a research perspective in line with the general approaches in sccond laryuage acquisilion (SLA) which is lo focus on the way

various motivational attributes affects leaners’ various learning behavior, in other

word, the actual learning process during a course (Domyei, 2003, p23) The

process, therefore, conlains Uhree distinct phases thal are Preaclioual slage, actional

stage and postactional stage

Preactional Stage Actional Stage Postactional Stage

Main motivation influences:

~ Various goal properties

(cg goal relevance,

specificity and proxunily)

- Values associatied with

the learning process itself,

as well as with its

consequences

-~ Attitued towards the 12

and its speakers

~ Expectancy of success and

perceived coping potential

- Leaner beliefs and

Main motivational influences:

= Quality of the leaming experience (pleasantncss,

need significance, coping poteotial, self aad social image)

- Influence of the learner group

- Knowledge and use of selfregualory stralegies {eg goal setting, leaning and self-motivating

- Forming causal atibutions

- Elaborating standards and strategies

- Dismissing intention & Lutter planning

Main mativational influences:

- Attributional factors (=8 attributional styles

biases)

- Self-concept beliefs (eg

self-confidence and grif-

motivation in the first stage from other distracting influences including off-task thoughts, irrelevant comments from others or physical conditions Last but not least,

the post-actional stage refers to the learners’ retrospective evaluation to form their

motivated activities in the future (Domyei, 2003)

‘As Domyei (2003) mentioned, this approach has opened a new research

perspective thal is concentrating on how motivational variables affect leamer’s

different leaming behaviors rather than general learning outcomes of the learners

As a result, leamers themselves can benefit from self-motivating strategies and the

inofivalional strategies employed by Leachers lo make progress im their language

leaming

In conclusion, over the years, he ficld of motivation in language learning lias evolved through different approaches Stating with Gardner and Lambert’s motivation theary using socio-educational approach aroused criticism on different ways of understanding, the term and its lack of cducational features in the approach After thot, the cognitive-situated approach took the place Although the framework

of motivation in this period touched upon various educational components of motivation, the relationship between components were not clear and hard to apply

to empirical testing Finally, the process-oriented approach allowed researchers in motivational field and SLA field view the matter in the same perspective and

sltempied to “delmeale the temporal structure of 1.2 motivation” m whieh divided

into three phases as presented above (Ushioda & Domyet, 2012)

2.1.4 A framework of motivational strategies

Dornyei (2001) defined motivational strategies as techniques that promoted the individual’s goal-related behavior and classified motivational strategies into two

types: (a) self-motivating strategies the strategies used by students to self-promote

their leaming and (b) motivational strategies — the strategies employed by teachers

in classroom context This research paper focused on the second group of

motivational strategies which were the strategies employed by teachers.

Based on the process-oriented approach, Domyei (2001) provided a comprehensive framework of a motivational teaching practice consisting four main

components Fach dimension includes a number of strategies that add up ta 100

motivational techniques in total ‘he four dimensions are presented in Figure 4

» Appropriate wacher hebaviours

» Apkasant and sapparive acmosphere in the classraam 1» A cohesive learner proup with appropriate graup rorms

macerials relevant For the Iearmers

€irezting realistic learner

Allneing learnees to mairtain a positive social image

Creating learner autonon:

Prorvring self-rotivs ting strctrgics

hờn rà ng coupe the leamers

Domyei’s motivational framework of 100 suggested strategies served as the

background for designing the classroom observation checklist and the

questionnaires of this research However, considering the practicality of using all

100 strategies into the research instrument, the researcher decided to adapt the framework from the Motivation Crientation of Language Teaching, a cooperative

study of Doryei and Guiloleaux (2008) This framework was developed from

Spada and Frohlich (1995) Communication orientation of language teaching scheme

and Domyei’s 2001 suggested motivational strategies using in L2 classroom The

Irmmewơk comisls of 25 observation] variables measuring the teacher's

motivational practice and grouped as followed:

> Generating, maintaining and protecting situation-specific task

mativation

0 ‘Teacher Discourse: Social chat, Signposting, Stating the communicative purpose or utility of the activity, Establish relevance, Promoting integrative values, Promoting instrumental values, Arousing,

curiosity or attention, Scaffolding, Promoting cooperation, Promoting

autonomy and Referential questions

o Participation Organization: Group work and Pair werk

o Activity Design: Tangible rewards, Personalization, Iiiement of

interest, creativity fantasy, Intellectual challenge, Tangible task

product, Individual compelilion, Team compotition

> Enconraging positive retrospective self-evaluation: Neutral feedback,

Process feedback, Flicitation of self or peer correction, Hiffeutive praise, and Class applause

‘The definition of those task motivational strategies were presented in the below list:

Having an informal (often humorous) chat in English with

students on the matter of unrelated to the lesson

Stating the lesson objectives explicitly or giving

retrospective summaries of progress already made toward

realizing the objectives

While presenting an 4

livily, mentioning it’s

communicative purpose, its usefulness outside the classroom, its cross-curricular utility, or the way it fits

into the sequenve of activities planned for the tesson

During the presentation of an aclivily, arousing students’

curiosity or attention (e.g by asking students to guess or

sludonis complete an activily successfully (c.g brainstorming ideas, reminding previously learned knowledge) to help students complete activities successfully

Setting up a cooperative leaming activity or encouraging

having them use the inlernet or do research

Asking the class question to which the teacher docs not

Pair work ‘The students are working in fixed pairs (simultaneously or

presenting to the whole class)

Tangible rewards Offering studonis tangible rewards (c.g prosenits, marks,

candies, etc.) for successful talang part in an activity

Personalization

Element of interest,

creativity, fantasy Creating opportunities for students to express personal

meanings (e.g experiences, feelings, opinions)

Providing activities comnecting with students” interests,

values, creativity and fantasy

Providing activities presenting intellectual challenge (e.g

involve a memory challenge, puzzle solving or finding

challenge

hidden information, ect.)

Tangible task Getting students work on the production of a tangible

Using activities which raise competition among groups

Going over the answers af ant exercise/a question with the class without communicating any expression of irritation

2.2 Related studies

2.3.L Au overview of related studics worldwide

According ta Guilloteaux and Domyei (2008), the shift to investigate the

kmowledse about how motivation affected learners has been recently occurred as in

the past the researchers often fooused solely om studying the definition of

inotivalion, Therefore, more and more researchers decided to conceplualize

motivational strategies to conclude the pedagogical implications of motivation

research Gardner and Tremblay (1994, as cited in Guilloteaux & Domyei, 2008)

argued that but for the empinical evidence, the value ol such recormumended

motivational strategies remained yet not confirmed

Dornyei and Czizér (1998) were the pioneer attempting to solve this prolem by

cunducling a rescarch named “Ten conmandents for motivating language learners yesults of an empirical study” From the obtained data, the researchers compiled a set of ten most essential motivational macro-strategies Although this framework offered empirical cvidences as well as practical applications for the teachers, its drawback was lying on its relying on the teachers’ self-report

Similar attempts were made by Madrid (2002) with Spanish students, Xavier

(2005) with Brazillian teachers and students and Cheng and Dornyei (2007) with teachers and students in Taiwan Madrid (2002) concluded from his study that

extrinsic motivation could bring positive impacts on student’s participation and

performance to some exent The finding was rather new at [al time since iL was opposite to some claims made by some previous researchers With a study in 2005,

Xavier further the work by Domyei and Cvixer (1998) when he not only confirmed

the direct connection between motivational teaching practice with sutdent’s

motivated behavior but also pointed out the reason for the discrepancy in frequency

and effectiveness of such motivational strategies Cheryg and Dornyci was in agreement with Xavier in this point in the research in Taiwan Although these

researches did make some contribution to the scholarship of motivational strategies,

the resulls wore claimed to get higher teliablitity if it could get the results from students rather than the teachers’ sefl-reports only

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‘This short-coming urged Guilloteaux and Dornyei (2008) to conduct a large scale study in South Korean among 10 ESOL classrooms, 27 language teachers and more

than 1300 learners from various levels of institutional context Attempting to gain a

better result, the researchers developed a new classroom observation scheme called

the Motivational Orientation of Language Teaching (MOLT), a combination of

Domyei’s framework of molivational teaching siralegies and Spada and Froblich’s

(1995) Classroom Overvation Scheme (COLT) The results proposed that

comparing to self-regulated motivation, motivational teaching strategies have a

stronger association with student's m-class motivated behaviors

From the above review of the motivational strategies research m the world, it can

be concluded that even though the frequency and effectiveness of motivational

pratice might vary depending on the cultural aspevis, there was a dircol link

between teacher’s motivational strategies and learners’ motivated behaviors in the classroam context Moreover, a much more comprehensive method was introduced

including an observation scheme, teacher and student’s questionnaire and a suplementary post-lesson teacher evaluation scale in Guilloteaux and Domyei’s

(2008) research

2.3.2 An overvicw of related studics in FELTE, ULIS, VNU

In terms of current situation Vietnam, few researches were carried out on the topic

of motivation and motivational strategies To be more specific, im FELTE-ULIS-

VNU, one of the top ranking foreign language teacher training institutions in

Vietnam, potential teacher’s awareness of encouraging students has been raised In

this part, the researcher would only review the researches based on Guilloteaux and Domyei (2008)'s Motivational Orientation of Language Teaching (MOLT) observation scheme since that was the focus of this study Nguyen (2009) was the first researcher followed MOLI to conduct a study on motivational strategies employed by teacher during speaking lessons for mainstream freshmen at FELTB-

ULIS-VNU Followed Nguyen (2009) was Nguyen (2011) with tea

hors äL English Division 2 as the participations ‘The research also compared the results among

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different groups of teachers basing on their experience In 2012, Nguyen made an attempt to investigate motivational strategies employed by a native teacher with the

first year fast-track students as the participants Likewise, the most recent effort on

investigating the use of these techniques was made by Nguyen (2013), She chose

both teachers and students as the participants and looked at both of their

perspechive Among (the four researches conducted in the context of FELTE-ULIS-

VNU, only Neuyen’s (2013) research touched upon the integrated skills classroom,

which was now the main focus of the Social English course The other three solely

ouncentrated on speaking skills oly

Jn the attempt of making further investigation about the motivational strategies

demonstrated by teachers in the integrated skills lessons at English Division 2 at

FELTE-ULIS-VNU, the researcher decided to carry out this study

Summary

The theoretical background of the whole paper along with the careful elaboration on the key concepts and the framework on which the data collection methods are based has been presented in this chapter Moreover, the veview of related studies briefly illustrated reveals the research gaps that this study and help fill in.

CHAPTER IH: METHODOLOGY

The literature on the research topic is briefly reviewed in the previous chapter

as the theoretical basis of the whole study Qn a more practical side, this chapter

demonstrates the methadolagy employed ta answer the two research questions The selection of subjects, data collection methods and procedure and data analysis

methods and procedure are described in details

3.1 Selection of subjects

3.1.1 Research setting

‘The research was conducted at FELTE HULIS VNU ‘this faculty applies a

variely of educalional methods, especially commmunivalive approach, to teach and

train students Therefore, it might be the best choice to carry out this research of learning motivation

Cwrently, the English 2 Division, which is in charge of teaching English

language skills to roughly 500 second year mainstream undergraduate students in three majors: Linglish Language Teacher liducation, ‘Iranslation and Interpreting,

and Intemational Economics To be more specific, there are eight classes the

students of which major in English Language Teacher Education, nine classes of Translation and Interpreting and three classes of International Economies Besides

Intemational Economics classes, the two first years of their study program will offer

them the same courses with the same materials to achieve Cl level of The Common

Turopean Framework of Reference for Languages (CEFR) as stated in the

cuniculum document and the English language course objectives for English major

students Therefore, three International Economies classcs were excluded trom this

research

3.1.2 Rescarch participants

The aim of the study is to investigate the motivational strategies being

ciuployed by (cachers in Social English classrooms for socond year mainsbream

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students, Therefore, second-year students were selected as the targeted population

of the research The reason for the researcher's focus an sophomores is two-fold

Tn the first place, according to the researcher's experience and observation,

one of the problems that commonly found in KFL context is that learners are reluctant to speak in classroom, with no exception of ULIS second-year students

Moreover, back in high school in Vietnam, the sluderts are mostly Lest-orienled,

thus they do not have many chances to practice English communicative skills in

class Consequently, the students seem to be inactive in those communicative

aptivilies, so they reed help from teachers 1 gain: more confidence in the lessons Tr addition, the amount of knowledge that second year students have to acquire is quite

large, therefore, they need stimulation to learn to reach the targeted level of English

competence

3.13 Sampling

In order to avoid bias and objectivity, the rescarcher decided to use simple random sampling method ‘the researcher assigned a number to every class of the

population, using a table of random numbers, and then randomly selected the

number that corresponds with the classes ‘Three classes of English Language

‘Teacher Education and three classes of Translation and Interpreting were chosen to

collect the data Each class had from 20 to 25 students, so six classes added up to

120 studenls, approximalely one third of second year students population As supgesied by Gay, Mills and Airasian (1996), 10% of the population is minimum to

be representative of the concem population Therefore, 120 students, which were

approximately 30% of the population would ensure a certain degree of

representative sampling of the subjects in this research

Al first, the researcher observed five social English classes with five

different teachers, each class one lesson ‘The reason for the researcher to choose five Social English classes was that English for Social Purposes 2, as stated in the course guide, concentrated on communicative use of Rnglish with the integrated

skills lessons, which is also the focus of this study Moreover, due to the limited

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