LUẬN VĂN TIẾNG ANH: Một cuộc điều tra về tác động của động lực bên ngoài vào quá trình học tiếng Anh của học sinh tại một số trường trung học ở Huế

Table of contents Chapter 1: INTRODUCTION 1 1.1 . Rationale: 1 1.2. Aim of research: 4 1.3. Significance of study: 4 1.4. Scope of study: 4 Chapter 2: LITERATURE REVIEW 6 2.1. Definition of motivation 6 2.2. What is the motivated learners? 7 2.3 . Classification of motivation: 7 2.4. Definition of extrinsic motivation 8 2.5. The role of motivation in the process of learning English of high school students 8 2.6. The role of extrinsic motivation in the process of learning English of students 9 2.6.1.Teachers ‘ characteristics, methodology 9 2. 6.2. Cooperative Communicative activities 12 2.6. 3. Feedback 15 2.6.4. Test 16 2.6.5 . Learning environment: 17 2.6.6 Teaching aids 18 2.7. The effects of extrinsic motivation on the process of learning English of students at high schools 20 2.7.1. The positive effects of extrinsic motivation on high school students’ English learning process 20 2.7.2 . The negative effects of extrinsic motivation on students’ English learning process 21 2.8 .Methods for motivating students 23 2.8.1. Create a stimulating, supportive class atmosphere 23 2. 8.1.1. Organize various, interesting activities 23 2.8.1.2. Use flexible, diverse teaching aids 25 2.8.2. Teachers renovate teaching method, teaching style and create good relationship with students 26 2.8.3. Adapt the curriculum appropriately for students’ abilities , preferences, styles 27 2.8.4. Give constructive, positive feedback 28 2.8. 5 . Help weak students improve their marks 29 Chapter 3. METHODOLOGY 30 3.1. Subjects of study 30 3.2. Scope of study 30 3.3 Data collection 30 3.3.1. Questionnaire 30 3.3.2 Interview 31 3.3.3. Observation 31 3.4. Data analysis 31 CHAPTER 4. FINDING AND DISCUSSION 32 4.1. Students’ and teachers’ perception of the role of extrinsic motivation in the process of learning English of students 32 4.1.1. Students ‘ reasons for learning English 32 4.1.2. Students’ and teachers’ perception of the role of extrinsic motivation in the process of learning English of students 34 4.1.2.1. Students’ and teachers’ perception of role of organized activities in English classes 35 4.1.2.1.1. The frequency of using kinds of activities in English classes 35 4.1.2.1.2. Students’ attitudes towards activities organized in English classes 39 4.1.2.1.3. Characteristics of organized activities in English classes 41 4.1.2.1.4. Students’ and teachers’ difficulties in organizing and conducting communicativecooperative activities 45 4.1.2.1.5. Teachers’ difficulties in organizing communicative activities, 47 4.1.2.1.6. The role of activities in English classes in motivating high school students 48 4.1.2.2. Students and teachers perception of role of feedback and rewards in the process of learning English of high school students. 49 4.1.2.3. Students and teachers’ perception of the role of English tests in the process of learning Englsih of high school students 54 4.1.2.3.1. Types of tests and their level of difficulty 54 4.1.2.3.2.The importance of English tests towards students 56 4.1.2.4. The role of homework in fostering learning motivation for high school student 57 4.1.2.5. The role of teacher in motivating students 58 4.1.2.6. The role of teaching aids and learning environment in the process of learning English of high school students 62 4.1.2.7. The role of curriculum in the process of learning English of high school students 64 4.2. The effects of extrinsic motivation on the process of learning English of students at high schools 66 4.2.1. The positive effects of extrinsic motivation on high school students’ English learning process 66 4.2.2. The negative effects of extrinsic motivation on students’ English learning process 73 4.3. Students’ and teachers’ perception of ways of motivating students to learn English 77 Chapter 5: CONCLUSION AND IMPLICATIONS 84 5.1. Summary 84 5.2. Implication 85 5.2.1. Teachers 85 5.2.2. Students 87 5.2.3. Facilities and teaching and learning equipment 87 5.3. Limitations 88 5.4. Suggestions for further study 88 REFRENCES 90 APPENDICES 95 List of figures Figure 4.1: The frequency of using the activities in English classes 35 Figure 4.2 : The frequency of using types of activities in English classes 36 Figure 4.3 : Students’ attitude towards activities organized in English classes 39 Figure 4.4 : Students’ the most wanted activity in English classes 39 Figure 4.5: Characteristics of motivated activities 42 Figure 4.6 : Characteristics of unmotivated activities 42 Figure 4.7 : Students’ involvement in activities in English classes 44 Figure 4.8: Students’ difficulties in carrying out cooperative activities 45 Figure 4.9: Students’ difficulties in conducting communicative activities 46 Figure 4.10 : The role of activities in English classes in motivating high school students 48 Figure 4.11: The frequency of giving feedback to students 49 Figure 4.12: Types of feedback for students’ correct answers 50 Figure 4.13 : Teachers’ ways of giving feedback for students’ incorrect answers 53 Figure 4.14: Types of English tests at high schools in Hue 54 Figure 4.15: The level of difficulty of tests at high schools 55 Figure 4.16: The importance of English tests towards students 56 Figure 4.17 : Students’ perception of the level of necessity for doing homework 57 Figure 4.18 : The importance of external factors towards high school students’ success in learning English 58 Figure 4.19 : Students’ perception of the extent of influence of external factor on their English learning process 59 Figure 4.20 : English teachers’ characteristics that motivate students most 61 Figure 4.21: The frequency of using teaching aids in English classes 63 Figure 4.22 :Content(s) in the curriculum that teachers focus on teaching most 64 Figure 4. 23: Students’ awareness of the influences of positive feedback on them 68 Figure 4.24 : Teachers’ awareness of the effects of positive feedback on students’ success in learning English 69 Figure 4.25: The positive effects of extrinsic motivation on students’ English learning process 72 Figure 4.26: Effects of low results of tests on students 74 Figure 4.27: Impact of negative feedback on the process of learning English of high school students 75 Figure 4.28: Essential changes that make students be more interested in learning English 78 Figure 4.29: Ways of creating a stimulating, supportive class atmosphere 79 Figure 4.30: Teachers’ ways for drive students to do homework 80 Figure 4.31 : Teachers’ ways of helping students who get low marks in English tests. 81 List of tables Table 4.1: Students’ reasons for learning English 33 Table 4.2 : Teachers’ difficulties in organizing communicative activities 47 Table 4.3:Teachers’ ways of giving feedback for students’ correct answers 51 Table 4.4: Ways of giving feedback for students’ incorrect answers 52 Table 4.5: Negative effects of extrinsic motivation on high school students’ English learning process. 76

Table of contents

Chapter 1: INTRODUCTION 1

1.1 Rationale: 1

1.2 Aim of research: 4

1.3 Significance of study: 4

1.4 Scope of study: 4

Chapter 2: LITERATURE REVIEW 6

2.1 Definition of motivation 6

2.2 What is the motivated learners? 7

2.3 Classification of motivation: 7

2.4 Definition of extrinsic motivation 8

2.5 The role of motivation in the process of learning English of high school students 8

2.6 The role of extrinsic motivation in the process of learning English of students 9

2.6.1.Teachers ‘ characteristics, methodology 9

2 6.2 Cooperative/ Communicative activities 12

2.6 3 Feedback 15

2.6.4 Test 16

2.6.5 Learning environment: 17

2.6.6 Teaching aids 18

2.7 The effects of extrinsic motivation on the process of learning English of students at high schools 20

2.7.1 The positive effects of extrinsic motivation on high school students’ English learning process 20

2.7.2 The negative effects of extrinsic motivation on students’ English learning process 21

2.8 Methods for motivating students 23

2.8.1 Create a stimulating, supportive class atmosphere 23

2 8.1.1 Organize various, interesting activities 23

2.8.1.2 Use flexible, diverse teaching aids 25

2.8.2 Teachers renovate teaching method, teaching style and create good relationship with students 26

2.8.3 Adapt the curriculum appropriately for students’ abilities , preferences, styles.27

2.8.4 Give constructive, positive feedback 28

2.8 5 Help weak students improve their marks 29

Chapter 3 METHODOLOGY 30

3.1 Subjects of study 30

3.2 Scope of study 30

3.3 Data collection 30

3.3.1 Questionnaire 30

3.3.2 Interview 31

3.3.3 Observation 31

3.4 Data analysis 31

CHAPTER 4 FINDING AND DISCUSSION 32

4.1 Students’ and teachers’ perception of the role of extrinsic motivation in the process of learning English of students 32

4.1.1 Students ‘ reasons for learning English 32

4.1.2 Students’ and teachers’ perception of the role of extrinsic motivation in the process of learning English of students 34

4.1.2.1 Students’ and teachers’ perception of role of organized activities in English classes 35

4.1.2.1.1 The frequency of using kinds of activities in English classes 35

4.1.2.1.2 Students’ attitudes towards activities organized in English classes 39

4.1.2.1.3 Characteristics of organized activities in English classes 41

4.1.2.1.4 Students’ and teachers’ difficulties in organizing and conducting communicative/cooperative activities 45

4.1.2.1.5 Teachers’ difficulties in organizing communicative activities, 47

4.1.2.1.6 The role of activities in English classes in motivating high school students 48

4.1.2.2 Students and teachers perception of role of feedback and rewards in the process of learning English of high school students 49 4.1.2.3 Students and teachers’ perception of the role of English tests in the process

4.1.2.3.1 Types of tests and their level of difficulty 54

4.1.2.3.2.The importance of English tests towards students 56

4.1.2.4 The role of homework in fostering learning motivation for high school student 57

4.1.2.5 The role of teacher in motivating students 58

4.1.2.6 The role of teaching aids and learning environment in the process of learning English of high school students 62

4.1.2.7 The role of curriculum in the process of learning English of high school students 64

4.2 The effects of extrinsic motivation on the process of learning English of students at high schools 66

4.2.1 The positive effects of extrinsic motivation on high school students’ English learning process 66

4.2.2 The negative effects of extrinsic motivation on students’ English learning process 73

4.3 Students’ and teachers’ perception of ways of motivating students to learn English 77

Chapter 5: CONCLUSION AND IMPLICATIONS 84

5.1 Summary 84

5.2 Implication 85

5.2.1 Teachers 85

5.2.2 Students 87

5.2.3 Facilities and teaching and learning equipment 87

5.3 Limitations 88

5.4 Suggestions for further study 88

REFRENCES 90

APPENDICES 95

List of figures

Figure 4.1: The frequency of using the activities in English classes 35

Figure 4.2 : The frequency of using types of activities in English classes 36

Figure 4.3 : Students’ attitude towards activities organized in English classes 39

Figure 4.4 : Students’ the most wanted activity in English classes 39

Figure 4.5: Characteristics of motivated activities 42

Figure 4.6 : Characteristics of unmotivated activities 42

Figure 4.7 : Students’ involvement in activities in English classes 44

Figure 4.8: Students’ difficulties in carrying out cooperative activities 45

Figure 4.9: Students’ difficulties in conducting communicative activities 46

Figure 4.10 : The role of activities in English classes in motivating high school students 48

Figure 4.11: The frequency of giving feedback to students 49

Figure 4.12: Types of feedback for students’ correct answers 50

Figure 4.13 : Teachers’ ways of giving feedback for students’ incorrect answers 53

Figure 4.14: Types of English tests at high schools in Hue 54

Figure 4.15: The level of difficulty of tests at high schools 55

Figure 4.16: The importance of English tests towards students 56

Figure 4.17 : Students’ perception of the level of necessity for doing homework 57

Figure 4.18 : The importance of external factors towards high school students’ success in learning English 58

Figure 4.19 : Students’ perception of the extent of influence of external factor on their English learning process 59

Figure 4.20 : English teachers’ characteristics that motivate students most 61

Figure 4.21: The frequency of using teaching aids in English classes 63

Figure 4.22 :Content(s) in the curriculum that teachers focus on teaching most 64

Figure 4 23: Students’ awareness of the influences of positive feedback on them 68 Figure 4.24 : Teachers’ awareness of the effects of positive feedback on students’ success

Figure 4.25: The positive effects of extrinsic motivation on students’ English learningprocess 72Figure 4.26: Effects of low results of tests on students 74Figure 4.27: Impact of negative feedback on the process of learning English of highschool students 75Figure 4.28: Essential changes that make students be more interested in learning English 78Figure 4.29: Ways of creating a stimulating, supportive class atmosphere 79Figure 4.30: Teachers’ ways for drive students to do homework 80Figure 4.31 : Teachers’ ways of helping students who get low marks in English tests 81

List of tables

Table 4.1: Students’ reasons for learning English 33

Table 4.2 : Teachers’ difficulties in organizing communicative activities 47

Table 4.3:Teachers’ ways of giving feedback for students’ correct answers 51

Table 4.4: Ways of giving feedback for students’ incorrect answers 52

Table 4.5: Negative effects of extrinsic motivation on high school students’ English learning process 76

ABTRACT

The research “An investigation into the impact of extrinsic motivation on theprocess of learning English of students at some high schools in Hue” is performed with

an eye to providing high school teachers and students with a deep, comprehensible view

of the role as well as the positive and negative effects of extrinsic motivation on theprocess of learning English of high school students To fulfill the above purposes, theresearch paper consists of five chapters Chapter 1 provides background information,rationale , the aim of the research and then states three research questions In the chapter

2, the relevant theories and documents of the previous researchers on this filed areselected carefully and cited appropriately for the content and scope of this study Next, inthe chapter 3, the data for this research are gathered from the questionnaires, interviewsand observation sheets Questionnaire is distributed to 100 students and 15 teachers Theresults taken from questionnaire are clarified and reinforced through in-depth interviewswith teachers and students and observation sheets The study is continually developed inthe chapter 4 The first section focuses on analyzing the information and discussinginvolving the role of extrinsic motivation in the process of learning English of highschool students The aim of second section is to get an overall view of the positive andnegative effects of extrinsic motivation on the process of learning English of high schoolstudents In the final section, the research provides best ways of motivating students tolearn English by synthesizing and analyzing students and teachers’ ideas of this matter.Finally, standing firmly on these reliable foundations, the research draws out conclusion

of the role and the impact of extrinsic motivation, effective suggestions for motivatingstudents to learn English Besides, implications for teachers, students are presented with

a view to fostering students’ learning motivation and enhance the efficiency of Englishteaching and learning

1.1 Rationale:

It is obvious that thanks to a growth in globalization and integration, English hasenhanced its popularity as an international language all over the world generally and inVietnam particularly Therefore, learning English is the key to open the insight into theworld For this reason, in Vietnam, nowadays, it comes as no surprise that learningEnglish arouse young people ‘s interests, especially high school and university students,for a variety of reasons such as passing the entrance exam at University, getting well-paid jobs, studying abroad, so on In particular, for high school students, English is acompulsory subject in the curriculum at schools Specially, the current nationalcurriculum is divided into three majors which is quite equivalent to the majors of theUniversity entrance exams , which is helpful for students in choosing the majors, subjectsthat they like to prepare University entrance exam and English subject maintains itspresence among chart- topping choices Additionally, in the recent years, the text booksfor high school students have a lot of remarkable changes The text books in general, andthe English text books in particular are classified into the standard text book andadvanced text book, which partly meets the demands of boosting English skill of thestudents who want to major in English in the future

However, it was observed in reality that many students still can’t find out

motivation for learning English especially extrinsic motivation “Extrinsic motivation refers to motivation that comes from outside an individual The motivating factors are external, or outside, rewards such as money or grades These rewards provide satisfaction and pleasure that the task itself may not provide ( Bainbridge , 2014) for the

In addition, the content and format of tests and exams aren’t compatible with thecurriculum As mentioned above, the curriculum revolves around four skills of English ,whereas the content of test only concentrate on principally vocabulary, grammar, a littlebit writing skills for the entrance exam at University in 2014 Because of this, to meetthe requirements of the tests of the high school graduation and entrance exams, Englishteachers to force to teach totally differently from the content of text books According toMinh Nhat (2010) – a prestigious journalist of Phu Nu Ho Chi Minh City Magazine, anEnglish teacher named Ho Dang Hong Chau at Ta Quang Buu high school , in Ho Chi

Minh city said “It is paradox that the curriculum requires teachers to teach four skills : reading, listening, writing, and speaking , whilst fifty multiple-choice questions in the English tests mainly focus on writing skill and grammar There are also some sentences including communication situations, but the students only choose the correct answers ( A, B, C or D) and don’t ask students to listen or speak” Sharing the same point, a student at Tran Khai Nguyen, Ho Chi Minh city expressed his view “The teachers focus

on teaching grammar, vocabulary so much , so after having finished the tests , we forgot immediately

In final place, many schools still have not fully equipped teaching and learningEnglish with necessary facilities yet Many schools have few or no teaching aids such asprojectors, televisions, so on In addition to this, teachers tend not to pay attention to usepictures, songs, video clip for illustrating their lesson, making them become livelier,more attractive, but they only tend to focus on providing essential knowledge for studentstheoretically, rigidly, which bring tediousness for students in English classes

Besides, the researcher realized that extrinsic motivation plays a paramountimportant part for high school students The reason is that high school students are in thelate-adolescence, so they have a burning desire to prove themselves and want to receivethe recognition and praise from other people According to Nakkula& Toshalis (2006,

cited in Anderman , 2009 ), “In contrast to children, adolescents become more aware of their surrounding and able to direct their own thinking, learning and problem solving.”

Hence, they consider the study as a compulsory and necessary thing to get high marks intests, pass the University entrance exam, receive the admiration and respect from friends,the love of teachers and meet their parents’ expectation From this, it can be said that themotivation, especially extrinsic motivation plays a crucial role in students’ Englishlearning success

Last but not least, although until now, there have been a number of studies

involving “ Learner Motivation” such as “ Factor influencing learners’ intrinsic

motivation in the process of learning” (Doan Ngoc Ai Phuong, 2010), “ An investigation

of the relationship between motivational strategies & Ss' success in learning English at upper-secondary schools in Hue" (Ho Thi Ngoc Han, 2002) , so on ,in my hometown,

there has not study which provides updated information as well as investigates andanalyzes learner ‘s extrinsic motivation deeply yet

For the above reasons, I decided to choose the topic “An investigation into the impact of extrinsic motivation on process of learning English of students at some high schools in Hue” to investigate

1.2 Aim of research:

The research was conducted with the aim of investigating the perception ofteachers and students of the role as well as the impact of extrinsic motivation on teachingand learning English process at high schools at Hue From this, the research make anattempt to raise awareness of teachers of the importance of extrinsic motivation towardsstudents’ success in learning English and find suggestions for motivating students in

English classes Therefore, I have chosen the topic “An investigation into the impact of extrinsic motivation on process of learning English of students at some high schools

in Hue”.

In order to fulfill the purpose mentioned above I hereby

make an enormous effort to seek the answers for the following questions

1 What is teachers’ and students’ perception of the role of extrinsic motivation inthe process of learning English of high school students?

2 What is teachers’ and students’ perception of positive effects as well asnegative effects of extrinsic motivation on the process of learning English of students athigh schools?

3 How are students extrinsically motivated at English classes?

1.3 Significance of study:

It is hoped that through this research, I will get deeper insight into about thereality of teaching and learning English at some high schools in Hue The wonderfulthing is that , Iam thirsty for gaining better knowledge of extrinsic motivation as well astheir impact on English teaching and learning process with a view to applying them toteaching reality reasonably and efficiently My further desire is that this study ‘s outcomewill make small contribution towards boosting the efficiency the English teaching andlearning, which will be helpful for me as well as counterparts in teaching job in the future

1.4 Scope of study:

Extrinsic motivation in second language learning achievement has been a heatedissue attracting attention of researchers However, unlike other researches, this study onlyfocuses on exploiting and analyzing the impacts of extrinsic motivation on the process oflearning English of students at high schools in Hue Due to time limit, to implement the

study , one hundred students at Hai Ba Trung and Nguyen Hue high school and 15teachers were chosen randomly in order to fill out questionnaire Then, seven out ofstudents and three of 15 teachers were invited to interview for in-depth and valuableinformation.

2.1 Definition of motivation

Since the emergence of conception of motivation, it has grabbed special attention

of a lot of researchers, experts on this field The major reason is that motivation plays anindispensable part in English learning success Until now, there have been some varioustheories of motivation

Geen( 1982) confirmed that motivation refers to the initiation, direction, intensityand persistence of human behavior Apparently, motivation is the desire, determinationand willingness to do something According to Little Wood (1984) “ Motivation is thecrucial force which determine if a learner motivation centres on the task at all, how muchenergy he devotes to it, how long he preserves” However, there are opposing views oftheories of motivation Dornyei (2001) confirmed “ There are over 20 internationallyrecognized theories of motivation with many opposing point of views” Kong (2009) hascontrasting opinion of concept of motivation He believed that motivation is somethinglike the engine and steering wheel of automobile that can moves students from boredom

to interest This means that motivation is inner power that pushes students forward,encourages them to study harder Cook (1996) stated the conception of motivation forteachers “The meaning of motivation for the teacher is probably the interest that

something generate in students such as participant exercises, or particular songs makestudents involve in class”.

Ausubel (1968) pointed out six desires or needs of human organism whichunderguide the structure of motivation (1) the need for exploration; for seeing the otherside of mountain, for probing the unknown things; the need for activity, both physicaland mental; the need for stimulation, the need to be stimulated by the environment, bythe other people, or by thought and feelings; the need for knowledge, the need to processand internalize the result of exploration, manipulation, activity and stimulation, to resolvecontradictions, to question for solutions to problems, and for self-consistent systems ofknowledge; finally, the need for ego enhancement for the self to be known and to beaccepted and approved of by others Motivation need a lot of time It has been seen that

“ Motivation make all students desire to learn”

Briefly speaking, it isn’t easy to find out the perfect definition for motivation

2.2 What is the motivated learners?

According to Ur (1996) , “ Motivated learner is willing or even eager to investeffort in learning activities or to progress.” (p.274) ”Sharing with the viewpoint, Dornyei( 2001) pointed out “Motivated learners are keen, committed and enthusiastic learnerswho has good reasons for learning, who studies with vigor and intensity, and whodemonstrates perseverance” (p.1)

2.3 Classification of motivation:

With regard to types of motivation, Gardner and Lambert (1972, cited in Cook,1996) identified two types of motivation including integrative, instrumental motivation Instrumental motivation refers to motivation which acquires language as means forattaining instrumental goals: passing in the examination, getting place in the university,furthering a career ( Garner, 1985)

As for integrative motivation, this type of motivation is defined as desire toidentify with and integrate with the target language culture (Ur, 1996, p 276)

Besides, an additional division is to classify motivation into extrinsic and intrinsicmotivation.Ur (1996) affirmed that the intrinsic learners are linked to the image of the

motivation that is deprived from external factors.It is apparent that extrinsic motivationcomes from outside the individual.

2.4 Definition of extrinsic motivation

Extrinsic motivation comes from outward factors involving rewards,success/failure, feedback, teachers’ methodology, personality, tests, etc That is to say,students make an enormous effort to study hard in order not to yearn for knowledge butgain the satisfaction or compelling rewards ‘s their parents, win teacher ‘s love, beliefand receive friends’ admiration, respect Obviously, the aim of learning is not forunderstanding but for outward rewards with a view to gaining self- esteem, admiration,recognition

2.5 The role of motivation in the process of learning English of high school students

So far, many researchers proved and clarified the importance of motivation inteaching and learning process especially language teaching and learning process Most ofthem come to the conclusion that motivation is an indispensable factor in successfullearning English

Concerning this role of motivation, Brown (2000) proved that “ It is easy tomeasure that success in the task is due simply to the fact that someone is “ motivated” It

is easy in second language to claim that a learner will be success with the propermotivation”

Sharing with common point of view, some researchers such as Brophy (1998)have put forward the ideas that students learn best when being motivated When studentsare motivated, they will set proper goal, invest effort, persist in goal by studying hard,attending activities enthusiastically and achieve the goal Furthermore, Cook (1996) alsoemphasized that some learners do better than others because they are better motivation It

is clear that students who don’t have proper learning motivation will find it difficult toattend the class, take part in activities in English classes Truer ( 2002) also added thatapart from English knowledge, intelligence, skill, students need to identify proper andpositive motivation Students are often motivated for ample reasons, but in many cases,the motivation leads to effective English learning

To conclude, it is proved that motivation take a paramount important part indetermining the success or failure in English learning Moreover, learner motivationmakes a utmost significant contribution towards facilitating the English teaching andlearning Therefore, teachers need to concern about students’ motivation in Englishteaching process This means that apart from teaching job, teachers need to spend timeunderstanding more about students’ motivation as well as helping them identify theproper learning motivation by coming up with interesting, original activities in Englishclasses, creating active, lively class atmosphere.

2.6 The role of extrinsic motivation in the process of learning English

of students

As explained above, extrinsic motivation comes from outward factors Concerningexternal incentives influencing the students’ English learning process , it can be take intoaccount main eight factors including teacher ( teaching method and personality,characteristics), feedback/ rewards, test, homework, teaching aid, curriculum, learningenvironment, cooperative/ communicative activities, so on

2.6.1.Teachers ‘ characteristics, methodology

In the first place, doubtlessly, teachers play a prerequisite role in stimulatingstudents to study and succeed in learning English The major reason is that apparently,teachers take an utmost important part in enhancing students’ enthusiasm, determination,passion towards English learning

According to Harmer (1991), the teacher is seen as a “ motivational tool” (p.8)who contribute to raising students’ English learning spirit up, define proper motivationfor them and support students in learning whenever students need the help of teacher

The role of teachers changes a lot in corresponding with different English teachingapproaches such as organizer and counselor of group work, facilitator of communicativetasks, and intervener to teach for collaborative skills As for students, these activitiesfocus on interaction between student and student more than interaction between teacherand student , which makes students feel equal roles to teacher and more comfortable toexpress their capability According to Littlewood (1981), teachers’ role are various as a

communicator Sharing the same point, Baker and Westrup (2003) claimed that

“Teachers are a model, a prompt, an organizer, an encounter and a monitor” Teachersmodel the correct answer and then ask students to repeat until they are correct andconfident about the pronunciation of a new language, He/she is regarded as a prompt thatencourages students to think about how to use the new language in an appropriate contextduring the practice stage

To begin with methodology, teachers’ teaching method has considerable effects

on learner motivation Students are really motivated if teachers use appropriatemethodology Therefore, for subjects in the high school curriculum in general and forEnglish in particular, methodology renovation is really necessary It is greatly essentialfor teachers to find out the factors that influence students’ motivation and success, thenthink and select suitable teaching methods to enhance their motivation Ho (2002) andHarmer (1991come to terms that teachers’ teaching method impact upon students’learning motivation The students can strengthen their motivation if teachers’ teachingmethod is appropriate, interesting Conversely, it is very easy for students to demotivate

if teachers have bored, repetitive methodology

Besides, teacher characteristics play a crucial role in encouraging students’

effort and contribution in English classes Firstly, teacher talk takes a very vital part inteaching English for students including instruction, explanation, questions, speechmodification, type and number of questions asked and error correction

Firstly, teacher s’ speech modification make language easier comprehend,

in turn help learner to acquire the target language Also, “ It has been that teachers tends

to talk for about two-thirds of the available class time” ( Nunan, 1989, p.25) Learnersdon’t have chance to practice the target language Other people believes that teacher talk

is a valuable source of comprehensible input Teacher should be good model as the targetlanguage user However, if the teacher is the person mainly talking in the class will causeboredom Additionally, students will rarely have chance to express their ideas, learnother students and draw out valuable lessons by themselves through teachers’ feedback

Secondly, regarding explanation, it is sometimes seen that many teachers’

explanations simply don’t make sense They provide some examples in which the

explanation is either confusing or wrong As a result, students ask some furtherexplanation Explanation need to be coherent, the simplest for students to understand.Teachers’ simple, understandable explanation will help students to acquire easily thelesson easily For example, in vocabulary lessons, teachers’ vocabulary explanation forstudents is very important This makes students remember vocabulary moresystematically and stably The main reason is that explanation is one of crucial elicitingtechniques in vocabulary methodology As we know, vocabulary and grammar cannot beessential scope of knowledge for English learning students Besides, teacher ‘sexplanation as well as instructions are very critical to students’ activities Hadfield( 2008) advised teachers that “ At the beginning, you will need to think out carefully howyou are going to give instructions but this will become easier and more automatic as you

go on, which helps students easier to carry out pair work, individual and groupwork.activities in the class

In case, students don’t understand teachers’ instructions, they need to try to move

a little closer to the individual and repeat the request or instruction gently Teachersmight also add more gestures to make your meaning clearer They should endeavour tosay things which their students are likely to understand Be careful to reserve simplestrequests and instructions for those who seem to have most difficulty

Thirdly, with regard to questions:Two types of questions such as referential

questions and display questions ” A display question is one to which the questionerknow the answer, whereas, a referential question is one to which the person asking thequestion doesn’t know the question Virtually questions outside the classroom arereferential questions, while in the class, display questions are used much more Questionsthat teachers put play utmost important role in motivating students In my view,questions are selected carefully by teachers Teachers should try to put forward the openquestions instead of taking the questions from the textbook However, the questions need

to be related to the content of lesson in order that it is not difficult for students to thinkand find out the answers

Furthermore, according to Nunan (1989), error corrections together with formal

instructions are language teachers’ function The classroom interaction distinguishes theinteraction outside the classroom is the existence of error correction

Above all, teachers’ personality plays a prequisite role in motivating students.

Teachers need to practice the good dignity so that students take their teachers as theirexample and follow Additionally, a teacher having a good personality will makestudents respect and more easily for students to follow their teachers Furthermore,teachers’ attitudes are very critical Apart from teaching, teachers need to make an effort

to care students and understand them Nunan (1989) advised teachers that “You mayfind a small number who, whilst giving priority to their own subjects, are quite interested

in what the students are doing in their English lessons If so you might be able to fosterthis interest and use it to the advantage of your students”.That teachers rememberstudents’ name is a dramatical advantage It is easy for teachers to create friendlyrelationship with students, attract students ‘attention, speed up the organizing of pair andgroup work For students, it produces a secure class

As mentioned above, the teachers actually play utmost important in enhancingstudents’ motivation, stimulating students to enthusiastically take part in activities inEnglish classes

2 6.2 Cooperative/ Communicative activities

According to Moore(1989), the interaction between instructor ( teacher) andlearner (student) type is so valuable in English learning It is confirmed that learners-students should regularly cooperate with teacher as well as other students to learnknowledge, behavior and experience This interaction type plays a vital part in Englishacquisition and motivates students Therefore, apart from teaching, teacher should try tocreate close, friendly relationship with students,

Together with instructor- learner interaction, the learner-learner interactionappeared in the language class with the renovation of methodology It is believed that thelearner-learner interaction brings a lot of benefit to learners( students) includingexchanging personal ideas, studying material and getting peers feedback Thanks to it,the learners can develop conversational skills and their own ability in the best way

Learner- learner interaction, which is understood as peer interaction They yearn toexpress their capability Additionally, Pierre (2005) also explained that “The organization

of students into small groups that have varying abilities in which all students canparticipate to achieve a common goal” As cited above, it has been apparently seen thatpeer interaction is really effective strategy language learning and teaching Peerinteraction plays a crucial part in organizing the teachers’ cooperative activities Thisconcept is used widely and effectively as successful English learning and teaching.According to Kagan (1994) cooperative activities as a particular type of active learning inwhich students learn in small groups to accomplish the common learning goals

These activities consist of pair work and group work They make a contributiontowards promoting the students’ English learning motivation, encouraging theircreativity, minimizing the learning pressure for students, boosting the level of students’confidence These activities including pair work and group work help enhance students’learning motivation, encourage their creativity Moreover, these activities help studentsminimize the pressure from study As for group work, in an English class, the studentsare divided into small groups to do the task in the limited time that teacher give to them

In each group, students have duties to brainstorm, think about the task and finish it assoon as possible This means that students must know how to interact with another oneand achieve the common goal It is obvious that group work helps students haveresponsibility in their learning Moreover, they can recognize their responsibility in theirpeers’ learning The reason is that through group work, the weaker students can learn alot of thing from the better ones Thanks to the assistance of the good students, the weakstudents can make considerable improvement In addition, teacher can give usefulguidance and feedback with an eye to helping students learn better and self- assess theirprogress in learning English because they can have ample chance to fill their knowledgewith support ‘s other people The better students and teacher are actually motivation forweaker students in English learning At the same time, the good students can jump atopportunity to help their friends and revise the lesson

Also, group work is considered as a type of social interaction, which helps

arguing, especially cooperative skills, increasing their confidence In addition, thestudents in the same class grab a lot of opportunity to be in collaboration with each otherand create good relationship between the student and the student This makes enhancehigher level of students talking to communicate in English For instance, to solve thechallenging and complicated tasks, students need to cooperate with each other.According to Reid (2007) , “ A constructive and positive group working harmoniouslycan be significant motivator A motivated group will be able to pull the resources of allthe members of the group together and this can be a strong motivating force” Teachersshould assign students to make group based their relationship in the class, interest.Assigning students having the similar interest in the same group will motivate them somuch Together with group work, pair work makes an important contribution towardsencouraging students to participate in activities in English class Students working inpairs or groups feel confident than students working alone Working in pairs is the bestway for students to learn mutually, strengthen listening and speaking skills According

to Nunan (1991), it was asserted that “pair and group works can greatly increase theamount of active speaking and listening undertaken by all students in the languageclasses.”Additionally, this kind of work also help students express their own ideas,increase their talking time, boost the conversational skills The cooperative activitiescreate a lively, active, comfortable class atmosphere and make students become activeparticipants since these activities also increase students’ talking time in the Englishclasses and students can decrease the reliance on teachers, practice the self-controlling,self monitoring, self-responsibility spirit Another point is that these communicativeactivities create ample chances for students to express their ideas freely and communicate

in the certain contexts In other words, learning target languages not only focuses ongrammatical rules and structures but also function This makes utmost importantcontribution to boost students’ competitive competence From this, students aremotivated and set high goal for study and make an effort to achieve a goal

Apart from their positive effects, these activities cause noise in the class.Futhermore, another drawback is that students can communicate with another one in the

mother tongue but not English Thus, it is so necessary for teachers to manage andmonitor students’ activities.

Anyway, in brief, cooperative activities or learner-learner interactive activitiesbring a lot of significant outcomes in fostering students’ English learning motivation

Organizing cooperative activities is useful tool to motivate students in English learning

process and facilitate English learning Through these activities, students cancommunicate, share ideas, knowledge and provide the mutual support By and large, inview of pair work and group work, it has been proved in the study conducted by Runmei

Yu (2008) that students receive various benefits involving choice the partners, free fromteachers’ control, free talking and equality in group However, nowadays, organizationcooperative activities in English classes at high school is still a difficult problem for theEnglish teachers The major reason is that room isn’t large, the design of table and chairisn’t suitable Additionally, the number of students in class is still crowded This causesthe lack of efficiency of arrangement and organization these activities It is obvious that it

is necessary to improve and enhance educational facilities to facilitate learning andteaching process

On the whole, using cooperative /communicative activities are actually effective

strategy in English teaching and learning process It includes various benefits such aspromoting communication and social skills The most important point is that they helpstudents foster English learning motivation

2.6 3 Feedback

As aforementioned, feedback plays an important role in motivating children.However, there are still different definitions about feedback According to OxfordAdvanced Learners’ Dictionary as (2000, p.487) feedback is “ advice, criticism orinformation about how good or useful something or somebody ‘s work is” (page 487) It

is different from correction Wajnryb (1991) pointed out that “ how close their attempt atEnglish is to some form of standard English”

Littlewood (1990) claimed that feedback as the knowledge that is provided forstudents to let me know “ how successful their performance has been” According to

and learner, not a one way communication It helps direct students to improve byproviding information involving students’ ability and inability Ur (1991) “ Feedback, inthe context of teaching general, feedback is the information that is given to the learnerabout his / her performance of a learning task, usually with the objective of improvingthis performance”(p.242)

For this reason, feedback not only are given at the end of task but also can aregiven to students during learning process For the reason is that teachers providefeedback for students about their personal progress

In other words, it identified a strength or a weakness in relation to a child ‘sknowledge, behavior or skill and shares this with the child in some way( Gipps C,Callum, B & E Hargreaves, 2000)

According to the way of classification of Nunan(1991) and Little Wood (1984) ,feedback has two types including positive feedback and negative feedback Nunan( 1991)indicated that positive feedback is frequent approval, praises, encouragement that helpstudents know their performance is correct, stimulate their confidence and increase theirmotivation Conversely, the negative feedback is punishment, which can makes studentsdemotivate Therefore, the effective feedback helps students know the extension of theirsuccess and failure Specially, they have give comments as how their language problemsmight be solved in order to be more effective next time Teachers’ feedback is very usefuland necessary for students to recognize their achievement together with their weaknesses

“ It is important to help an individual find the best learning environment for him/her From this, they will make an effort to study harder Additionally, feedback is alsoinvaluable encouragement for students in learning process Feedback motivates anddevelops learners’ knowledge, skills and behaviors

Therefore, feedback is really a“ motivational tool”, which make a contributiontowards enhancing the quality of English teaching and learning process

2.6.4 Test

There are many concepts of tests According to Brown H.D (1994) claimed “Atest is a method of measuring a person ability or knowledge in a given area” Test isdesigned to assess language behaviors, attitudes, and abilities Also, according to Lee and

Van Patten (2003), a test is acceptable when it evaluates their progress; for somestudents, acceptability means familiarity: students are familiar with the testing formatthrough activities practiced in class Andrew Harrison (1996) indicated that testing isconsidered as a natural extension classroom work, providing teacher and students withuseful information that can serve as a basic for improvement It cannot be deniable thattesting is one of best ways which enables the teacher to predict how students performs orhow they are progressing.

There are a variety of tests Teachers should try to design the tests in the differentperiods (pre-test, while-test, and review-test) From this, teachers not only evaluate theprogression of students but also help students recognize their progression as well as theirstrengths and weakness that stimulate students considerably For teachers, pre-test isdesigned to gain an overview of students’ level

Test results support teachers to plan the review material and identify potentialissues to be faced From this, teachers can find out suitable solutions to help weakstudents equip with more knowledge as well as foster understanding for good students.Moreover, test results are important devices to help students recognize not only theiradvances but their shortcomings as well as with an eye to improving students’ scope ofknowledge In addition, after finishing the test and getting the results of tests, it makeseasier for students to review the knowledge and evaluate their progress in each test Fromthis, they can set proper learning goal

2.6.5 Learning environment:

Apart from these above factors, another factor playing a crucial role in capturingstudents’ attention to lectures, arousing their enthusiasm, interest in taking part inactivities in English classes is class atmosphere Dornyei ( 2001) stated that “ Classroomare rather intricate microcosms where students spend a great deal of their life Besides,being the venue where students acquire skills and learn about the world Classroom isalso where they make friends, fall in love, rebel against the previous generation” Thishas positive or negative effects on learning motivation together with the psychology ofstudents In view of learning environment, a class needs to be equipped with full of

fresh air Moreover, it will make it easier for students to hear teachers’ lecture if teachersknow how to adjust their voice to suit the condition Additionally, there are variousvisual aids such as pictures, charts, maps projector with the aim of grabbing students’attention, arousing their curiosity and encouraging students to focus on teachers’ lectures,participate in activities in English classes.

Moreover, teachers need to create a comfortable, happy, equally- treated learningenvironment for students To reach what like that, teachers need to create a lot ofinteresting activities (cooperative/ communicative activities) in the class, expressfriendly, enthusiastic, close towards students, establish a good relationship with studentswith a view to minimizing students’ pressure To get these above -mentioned aims, it isseen that teachers need to make an attempt not only to design the interesting, livelyactivities for students but also know how to adapt these activities for students’preferences and levels From this, students will have motivating environment Macintyreand Young (1999, cited in Dornyei, 2001) emphasized the importance a motivating classatmosphere “ Language anxiety has been found to make a strong impact on hinderingsecond language learning achievement”, because the stressful, negative learningenvironment will prevent students from expressing their opinions freely, taking part inactivities in English classes, putting questions for teacher about the problems in thelesson that they don’t understand

In short, creating a harmonious, safe, comfortable, supportive making acontribution towards boosting students’ motivation, students’ success in learningEnglish

2.6.6 Teaching aids

Besides, teaching aids such as pictures, songs, projector, so on also help attractstudents’ attention, encourage students’ involvement in English classes As a result,students’ motivation is enhanced considerably

It’s worth bearing in mind that the use of audio-visual aids ( including posters, etc

on the walls) can increase the amount and range of English used in the class Words andexpressions which are triggered by images and sounds” There are many different ways

to define the concept of teaching aids Spratt at al (2006) define teaching aids as the

resources and equipment available to us in the classroom, as well as the resources we canbring into the class Actually, teaching aids are only equipment supporting teaching andlearning activities Most researchers come to terms that the teaching aids can beclassified into kinds including visual aids, auditory aids and audio-visual aids Visualaids are illustrated pictures, charts, maps, flashcards and other dimensional objects.Auditory aids are equipment that supporting hearing and audio-visual aids are equipmentsupporting hearing and sight such as film, television, video, projectors To prepare theteaching aids for a lesson, teachers need to spend much time and energy even money.

However, they are really so helpful and useful if teachers know how to useproperly The reason is that the teaching aids help students follow the lesson easily, getmain points of lesson, limit the teachers’ talking time, create a lively, happy classatmosphere With the stimulating, relaxed class atmosphere, students are eager todiscover and acquire new knowledge and practice English skills Wright( 1996)emphasized the importance of visual aids especially pictures “ Picture can motivatestudents and make them pay attention to and want to take part in the activities; canstimulate and provide information to be referred to in conversation, discussion and storytelling.”(p.17) Sharing this view point, Bao and Phan

(2003) also agreed that visual aids motivate students especially flash cards “ Flash cardsare motivating and eye-catching Flash cards are used mainly for presenting new lexicalitems, though they may also used to teach grammar, structures or for review” Regardingteachers, by using these useful teaching aids for illustrating, clarifying and consolidating,teachers can renew the lesson, teaching method, create a dynamic, supportive classatmosphere

In conclusion, it is undeniable that teaching aids really play an important role increating English learning motivation for students, enhance the efficiency of learning andteaching English

Besides, curriculum , homework, friends, parents play an important role inmotivating students

2.7 The effects of extrinsic motivation on the process of learning English of students at high schools

2.7.1 The positive effects of extrinsic motivation on high school students’ English learning process

As showed above, extrinsic motivation comes from outward factors Therefore, totake into account the positive effects of extrinsic motivation on the process of learningEnglish of students at high school, the researcher needs to consider the positive effects ofexternal factors on the process of learning English of students at high school

First of all, a friendly, kind, highly- qualified teacher exerts a positive inflpreuencestudents’ English learning, stimulates them to make an effort to study Dornyei (2001)asserted that teachers’ enthusiasm and commitment and expectation build students’ selfconfidence, and promote them to try to study What is more, teachers try to supportstudents, help them solve the difficulties in studying Kind, happy, enthusiastic teacherscan make students be more interested in studying English Therefore, apart fromteaching, teachers need to jump at every opportunity to talk to students, create goodrelationship between teachers and students This will enhance the efficiency of Englishteaching and learning To do it, teachers need to have good dignity, love all studentsequally, care and understand students Besides, teachers can provide proper guidance andadvice for students which help them build up their confidence, promote students to try to

be involved in activity in English classes Thanks to it, students feel relaxed, comfortableand willing to take risks in English classes

Secondly, varying challenging, interesting, exotic activities also affect positively

on students ‘ learning English Lightbown and Spada (2001) pointed out that “

Cooperative activities are those in which students must work together in order to

complete the task or solve the problem These techniques have been found to increaseself-confidence of students including weaker ones, because every participant incooperative tasks having an important role to play” Furthermore, students in cooperative, communicative environment have more positive attitudes towards learning and develophigher self-esteem and self-confidence than in other classroom structures This kind ofactivity gives them expectancy of success, sense of obligation, moral responsibility,

autonomy Because of this, the key successful of collaborative, cooperative work isstudent autonomy Specially, games are activities which are expected by students most.

“Games are by definition, fun, and nearly everyone would agree that if learning can bemade enjoyable, then students will learn more “ (Celce- Murcia and Macintosh, 1979,p.56)

Thirdly, positive, constructive feedback have an good influence on students’learning English “ Motivational feedback should prompt the learner to reflectconstructively on areas that need improvements and identify things that he/she can do toincrease the effectiveness of learning.”This kind of feedback is often termed “ positiveinformation feedback.” ( Raffini, 1993, cited in Dornyei, 2001)

Hadfield (2008) claimed that “Feedback can simply take the form of saying “Well-done” It is important to give positive feedback as it boosts the learners’ confidenceand motivates them for further activities” (p.150) As a matter of fact, it cannot onlyreduce students’ anxiety, build students’ self-confident, competence but also motivatethem to continue their study with increasing effort and energy The striking reason is that

it offers praise to increase learner satisfaction and lift learning spirit Positive feedback isinvaluable source of encouragement for students In practice, encouragement is thepositive persuasive expression of the belief that someone has the capability of achieving

a certain goal It can explicitly make the learner aware of personal strength and abilities,

or it can indirectly communicate that we trust the person

In short, extrinsic motivation help students recognize their success more easily.Moreover, they can have chance to show their ability by receiving rewards, positivefeedback from teachers or getting high marks in English tests Because of this, studentsmake an effort to study harder

2.7.2 The negative effects of extrinsic motivation on students’ English learning process

However, any problem has two sides including positive and negative sides.Besides that, extrinsic affect negatively on the process of learning English of students.There are many external factors which have an effect negatively on students’ learning

English Nevertheless, the researcher only finds out negative effects of three typicalfactors including feedback, grades and teachers’ characteristics.

Firstly, teachers’ characteristics, attitudes also spoil students’ interest in learningEnglish That a strict, unfriendly teacher never smiles at students is preoccupation withstudents Moreover, that teachers mispronounce English words or speak English soslowly, unclearly demotivates students so much

Secondly, low grades put students under numerous pressure “ Teenagers are themost insecure people in the world, their lives vulnerable to a host of different pressures:pressure about parents, pressures about grade”( David Scheidecker and WilliamFreeman, 199, p.122, cited in Dornyei, 2001) Moreover, grades emphasize the productrather than on the process, and with its preoccupation with comparing, ordering This isobviously illustrated by the fact that some students disregard for the matter that effectivelearning method can help them get high marks and the benefits of taking a test.According to Dornyei “Getting good grades can become more important than learning; inother words, grades tend to focus students’ attention on concerns about meeting demandssuccessfully rather than on any personal benefits that they might derive from the learningexperience.” As a matter of fact , tests help them review their knowledge, evaluate theirprogression in learning process and make considerable improvement in the next tests Incontrast, they only pay attention to trying their best to manage in English testing class.This causes cheating in tests Additionally, the knowledge of being assessed in testincreases students’ anxiety For more terrible thing, students must suffer much pressurefrom getting low marks in English tests

Besides, that authoritative demands are over- used or misused will make studentslower efforts and achievements Moreover, competition in games“ can be stressful forpeople who find losing humiliating.” ( Methodology 4- Theory of teaching and learning).Therefore, the competition is taken not too much seriously

Hence, teachers should try to help students recognize their success by themselves

To do it, students need to build up the belief in their own ability and make ceaselesseffort to study despite getting low marks due to the fact that apart from receiving highmarks, students’ admiration, parents ‘ and teachers’ satisfaction , learning well is to

acquire useful knowledge Dornyei ( 2001) believed that “The key to successful learning

is a student autonomy This is important as it provides the learners with some controlover their learning and fosters their own responsibility and make it possible for students

to move from extrinsic motivation to intrinsic motivation” (p.22)

2.8 Methods for motivating students

To learn English well, there is in need of long process, great effort and persistence

of English learners Therefore, it is very necessary to finds effective methods to motivatestudents Some researchers indicated some ways to encourage students to study English

As shown above, the external factors make paramount important contribution tostimulate students to learn English including teachers’ personality, characteristics,methodology, feedback, communicative/cooperative activities, test, home work, teachingaids, learning environment, parents and friends Therefore, it is really essential to makeuse of these above external factors to motivate students

2.8.1 Create a stimulating, supportive class atmosphere

2 8.1.1 Organize various, interesting activities

As we know, it can be proved that the lack of liveliness, dull class atmospheremakes student feel distracted, bored Therefore, the first effective method to bear in mind

is to liven up classroom by organizing challenging, competitive, challenging activities

First of all, it is greatly important for teachers to hold cooperative, communicativeactivities for students in English classes Along with the tendency of renovation ofmethodology, the role of learner is gradually enhanced and achieves learner- centeredapproach and communicative approach This means that students will discuss and solvethe tasks in groups or pairs based on the arrangement and support of teacher The groupwork and pair work encourage the interaction between students and student It is greatlyessential for teachers to use cooperative activities so that students have chance to interactwith the other people, exchange their view, learn new and good things from other people,boost their self – confidence To emphasize the benefits of these activities, Kagan (1994)confirmed that“ CL means group learning activities organized so that learning isdependent on socially structured exchange of information between learners in groups and

increase the learning of others ” (p.252) With regard to communicative activities, roleplay, information gap, discussion, interview are taken into consideration owing to thefact that these kinds of activity encourage students to express their opinions, increasecommunication skills, practice listening and speaking skills, build up students’ selfconfidence For instance, teachers can use role play to arouse students’ interest Thisactivity offers students with wide range of chances to express their ideas, strengthenstudents’ interaction skill, self confidence, better their competitive competence.Apparently, there is a truth that these activities play more and more important part instimulating students’ involvement in the lesson Downs indicated that “ These activitieshelp students feel confident in learning and further increase their motivation” As amatter of fact, role play is funny and motivating because quieter learners can expressthemselves in more forthright way.

Specifically, teachers should try to organize various games since they attractstudents’ attention and interest in learning It is generally agreed that games providedample opportunities for students to learn through playing and reduced the tediousness ofthe lessons Games bring more excitement and challenges for activities of class Diversegames including bingo, slap the board, guessing game, lucky number It is easy forteachers to use these games on account of simply design, saving time These kinds ofgame will help stimulate students’ involvement in activities in English class and refreshtheir inspiration in studying English “ Games bring classroom closer to the real world.Each game, by nature, focuses on one or more aspects of English like a grammar point,

a vocabulary areas, or a communication skills.” For instance, using game “ Slap theboard “ to help students review vocabulary Besides that, taking part in games bringsstudents new emotions, encourages their enthusiasm, interest in games to become thewinner and get rewards or high marks Holding games arouse the competitiveness spiritbetween teams and encourage team spirit between members in the same team As aresult, teachers stir students up, create dynamics, joyful, lively class atmosphere Usinggame is a effectively“ motivational tool” However, teacher need vary kinds of games,choose carefully which are suitable for aims of lessons

2.8.1.2 Use flexible, diverse teaching aids

Together with games, role play ( cooperative/communicative activities), teacherscan use teaching aids to grab students’ attention and interest in lesson In the first place,

as for visual aids, using pictures in English class contributes considerably to stimulatingstudents’ participation in class To affirm the benefits of using pictures in the class,

Canning- Wilson (1999) stated that “ Pictures can bring the outside world into the

classroom; thus making the situation more real and in turn helping the learners to useappropriate associated language There is undeniable that using pictures to illustrate thelesson which make lesson become more impressive, compelling, lively.” Moreover,teachers can use picture to support the games For instance, teachers can use pictures toelicit new words, which help students more concentrate on the lesson, guess the meaning

of vocabulary easily based on pictures Also, pictures help teachers reduce talking timebecause teachers needn’t explain too much to students Nevertheless, teachers need topay attention to using large, vivid, pictures to capture students’ attention and interest.Furthermore, it is so necessary for teachers to choose pictures that satisfy students’learning preferences Regarding auditory aids, songs are used by many teachers ingames in pre-stage of the lesson Using songs to support the games is the efficient way tomotivate students, arouse their enthusiasm in taking part in activities, stir classatmosphere up

In short, using diverse activities along with useful, appropriate, effective teachingaids create comfortable, active class atmosphere To emphasize the importance of classatmosphere, Lightbrown and Spada (2001) said that “ If we can make our classroomplaces where students enjoy coming because the content is interesting and relevant totheir age and level of ability, where the learning goals are challenging yet manageableand clear, and where the atmosphere is supportive and non- threatening, we can make apositive contribution to students’ motivation to learn” In actual fact, a relaxed classatmosphere will make minimize students’ pressure

2.8.2 Teachers renovate teaching method, teaching style and create good relationship with students

That students are interested or aren’t interested in English depends on teachers somuch Dornyei (2001) believed that teacher is “ one of the most under- utilizedmotivational recourses in the teacher ‘s classroom practice” First of all, it is crucial torenovate teaching method and teaching style by coming up with original, attractiveactivities, especially games, putting exotic, challenging questions for students and givingstudents unexpected rewards For this reason, firstly, teachers need to make attempt tothrow away sorrow, solve private affairs at home so that when they enter the class, theyhave a comfortable spirit during classes Only when do teachers have relaxed mood, theycan express their enthusiasm, passion for teaching and give learning inspiration tostudents There is the truth that teacher should show their enthusiasm, interest in lessonswith an eye to helping students be willing to acquire the lesson Being inspired byteacher, students tend to invest effort and energy in study

Teachers need to be polite to students, expect them to be polite to each other,make sure that you don’t show favoritism towards particular students, plan the lessonclearly, include every student in the class, don’t let some students dominate the class,provide opportunities for students to listen and talk with each other, be consistent in howyou deal with your students

Cskiszentmihaly (1997, cited in Dornyei, 2001) indicated that one of the mostimportant parts of successful teaching is the ability to show their enthusiasm rather thanhide them Secondly, apart from teaching job, teachers need to create good relationshipwith students by giving the secure, comfortable, affectionate sense to students To fulfillthe aim, teachers must spend time finding out students’ interest, family background,strengths as well as weaknesses, and treat all of students in the class equally Thatteachers establish a good relationship with students plays a crucial role in creatingEnglish learning motivation for students Dornyei ( 2001) pointed out that “ Teacherswho share warm, personal interactions with their students, who respond to their concerns

in an empathic manner and who succeed in establishing relationships of mutual trust andrespect with the learners, are more likely to inspire them with academic matters than

those who have no personal ties with learners.” (p.36) Nonetheless, it needs to be payattention that these activities should be adapted appropriately for curriculum andstudents’ level with the aim of helping students feel relax, connected to friends, not sufferpressure from competition between groups My firm belief is that this method stimulatestudents ‘ involvement in the lesson and prevent their distraction in English classes As amatter of fact, the cooperative activities make students feel confident in teaching andfurther increase motivation In addition, these activities can create comfortable, happyclass atmosphere Moreover, these interactive activities help students equip essentialinterpersonal skills, build up self-confidence and establish good relationship between studentand student With the above- mentioned benefits, students tend to equip with actual helpfulknowledge, skills for the future job.

Generally speaking, teachers should try to design cooperative activities forstudents It is so clear that these activities facilitate English teaching and learning andtake considerable part in students’ achievement

2.8.3 Adapt the curriculum appropriately for students’ abilities , preferences, styles

Although textbooks have noticeable alterations, in listening parts, most oflistening materials are artificial, not authentic This causes students’ boredom, tiresome.That is to say, teachers should make an enormous attempt to add real listening materialsuch as stories, songs, dialogues, daily conversation In view of reading material, it isindispensable for teachers to provide students with articles, stories, etc Additionally,many teachers tend to ask students to answer questions taken from textbooks It issuggested that teachers should refer the other sources of teaching material to designoriginal, interesting questions for students, which will stimulate students’ interest inanswering question McCombs and Whisler (1997) ( quoted in Dornyei, 2001) said that“Educators think students don’t care, while the students tell us they do care about learningbut are not getting what they need” Therefore, this is further important thing is thatteachers should make curriculum relevant to students much more Indeed, one of themost demotivating factors for learners is when they have to learn something that they

Because of this , it is greatly necessary for teachers to find out what students’ goal areand what topics they want to learn about, then build these into curriculum as much aspossible In other words, teachers need discover interests, hobbies and needs of students,then design the curriculum whose content relating to students’ interests and experiences.

2.8.4 Give constructive, positive feedback

According to Reid (2007) “Positive feedback is the appreciation for the quality ofwork” Constructive feedback is strengths, weakness, and learning preferences of theindividual students, so it can be seen as a driving force in English class The reason isthat it informs students about their strengths, achievements, progress and attitudes” Itcannot only reduce students’ anxiety, build students’ self-confident, competence andmotivate them to continue their study with increasing effort and energy Richard ( 2007)provides 8 guidelines in providing an effective feedback

1) “ Provide feedback as soon as possible after the practice” This helps studentsremember clearly their performance

2) Specifically, don’t misunderstand for students

3) Select simple, comprehensible language for students to give feedback Payattention to language ‘s feedback It must be suitable for learner Give feedbackappropriate to development stage of learners

4) Emphasize praising and feedback on correct performance

5) Give negative guideline “ A negative feedback should always accompany byteachers actions which demonstrate the correct performance”

6) Help students focus on the process, not outcome

7) Teachers need to guide student to judge their own performance, provide theirown feedback by using following ways

+ Ask another learner to answer and return the original child to answer

+ Encourage child to self correct

+ If they cannot, give them clue/hint This creates chances to brainstorm andpractice

+ Work in pairs to think of correct answer and report back

+ Model the correct answers and ask students to repeat

+ Collect the list of errors children make in actively At the end of activity, writethe errors on the board Or tell the children orally”

2.8 5 Help weak students improve their marks

Besides, teachers should try to design the test suitably for students’ level In case,students get low marks in tests, if possible teachers should create opportunity for them toimprove their marks by doing another test, do extra assignments, put the questions inEnglish class and encourage them to answer Moreover, for weak students, teachers hadbetter spend little time helping them realize their mistakes in tests or ask good students tohelp them If students are so lazy and make no progress in studying, teachers need to findout causes thoroughly, then inform students’ learning results for their parents

Chapter 3 METHODOLOGY

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This chapter clarifies the choice of research methodology of this study This partwill provide an overall description of subjects of study, scope of study, used instrumentsfor data collection and data analysis

3.1 Subjects of study

The purpose of study is to find out information involving the impact of extrinsicmotivation on the process of learning English of high school students, so the researcherfocuses on exploiting and gathering data from high school students and teachers

3.2 Scope of study

Owing to time limit, this study only concentrates on two main groups of subjectsincluding the students coming from 10th grade , 11th grade and 12th grade of NguyenHue high school and Hai Ba Trung high school and English teachers teaching at thesehigh schools As for students, they were divided into 2 main groups The first groupcomes from classes learning the advanced English text book and the other group comesfrom classes learning the standard English text book

3.3 Data collection

For collecting valuable and reliable information concerning the impact of extrinsicmotivation on the English teaching and learning process of high school students, somemethods were implemented including questionnaire, interview and observation

3.3.1 Questionnaire

The researcher designed two questionnaires with the purpose of collecting usefuldata to cater for the study Questionnaire has advantages over some other types of surveybecause they are so cheap, convenient Besides, they don’t require a lot of effort from theresearcher According to Milne John (1999) “ The responses are gathered in standardizedway, are more objective, certainly more than interview Generally, it is relatively quick tocollect information from large portion of a group.” As a matter of fact that questionnaire

is very useful tool for gathering wide range of data cheaply and quickly To some extent,

this method is really useful due to the fact that participants have enough time to think andwrite down their answers:

- The first questionnaire with 24 close-ended questions and 2 open-endedquestions is for students

- The second questionnaire with 22 close-ended questions and 3 open-endedquestions is for teacher

3.3.2 Interview

Three interviews were conducted for three teachers teaching and seven studentslearning at the above- mentioned schools with the purpose of gathering valuable andreliable for this research Interview is really crucial means of data collection Unlikequestionnaire, “in-depth interviews are useful to obtain detailed information aboutpersonal feelings, perception and opinions and achieve high response rate.” ( Cardiff,2006) Moreover, interviews create a natural, free conversation between interviewer andinterviewees, so this data collection method is useful for clarifying the reliability ofquestionnaire as well as helping interviewer understand the thoughts and attitudes ofinterviewees related to the topic of this study

3.3.3 Observation

Class observation is conducted to explore how students are motivated in the class.This is an useful, reliable data collection tool because the researcher has a chance towitness, reinforce and clarify the information collected from questionnaires andinterviews To finish the following observation sheets, the researcher attended twoEnglish classes at Hai Ba Trung high school and Nguyen Hue high school

CHAPTER 4 FINDING AND DISCUSSION

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The main aim of this chapter is to collect, calculate, present data in forms of chartsand tables on the foundation of percentage From the figures in tables and charts, theresearcher analyzed, gatherd the information with the purpose of finding out anddiscussing the answers of three research questions under three sections The first sectionaims at investigating students’ and teachers’ perception of the role of extrinsic motivation

in the process of learning English of students The second section focuses on clarifyingteachers’ and students’ perception of positive and negative effects of extrinsic motivation

on the process of learning English of students Last but not least, for the final section, theresearcher tries to synthesize ideas’ students and teachers’ suggestions for motivatingstudents

4.1 Students’ and teachers’ perception of the role of extrinsic motivation in the process of learning English of students

4.1.1 Students ‘ reasons for learning English

As discussed above, English is a compulsory subject in high school curriculum.Nevertheless, the researcher wants to eagerly investigate thoroughly actual reasons forhigh school students’ learning English Therefore, questionnaire is delivered tostudents Then, the data was collected and presented in the following table Here is thedetailed results:

Reasons for learning Quantity Percent Quantity Percent (%)

English ( Total:40)

Grade 12th (%) ( Total:60) grade

10th and 11thEnglish is your favorite

You want to compete

with your friends for the

learning achievement

You want to meet your

You would like to satisfy your

lovely, enthusiastic English

teacher

You want to pass the

You aspire to pass

University Entrance

exam

Table 4.1: Students’ reasons for learning English

Apparently, from depicted figure, it is seen that there are a variety of reasons forstudents to learn English 80 out of 100 students, accounting for 80% study English with

a view to passing the exam at high school From the result attained in table 4.1, it can beinterpreted that the majority of high school students study English with an eye to passingexams at high school as in actual fact, nowadays, the heavy curriculum together withextra classes put a tremendous strain on students The greatest proportion of 11th gradeand 10th grade students mainly study English to pass the high school exams safely.Although students identified the goal is that they need to pass the University entranceexam, students still ceaselessly worry about high school exams Therefore, only 70 out of

100, taking up 70% students nourish a burning desire to succeed in difficult UniversityEntrance exam Conversely, students coming from 12th grade aspire to pass theUniversity entrance exam account for 97 % Apart from this, parents, occupying 36%are still learning motivation for students because the preoccupation with parents’scolding or punishments almost appears in students’ mind An unpleasant truth is that