proposed training module for enhancing teachers

NHỮNG KẾT QUẢ MỚI CỦA LUẬN ÁN Luận án đã đề xuất mô đun đào tạo tạo nhằm giúp giáo viên tăng cường các phương pháp tạo hứng thú cho sinh viên, góp phần nâng cao hiệu quả của việc dạy tiếng Anh cơ bản tại Trường Đại học Công nghiệp Hà Nội; Luận án đã có những kết quả quan trọng sau: 1. Luận án đã đưa ra các thông tin cá nhân của giáo viên giảng dạy môn tiếng Anh tại Trường Đại học Công nghiệp Hà Nội (HaUI): Độ tuổi, giới tính, nơi sinh, tình trạng hôn nhân, trình độ học vấn và kinh nghiệm năm công tác. 2. Luận án đã tìm ra các phương pháp tạo hứng thú cho sinh viên được giáo viên áp dụng trong quá trình dạy tiếng Anh cơ bản. Các phương pháp được xây dựng dựa trên 10 chiến lược dạy học vĩ mô. Kết quả phân tích của luận án cho thấy sự khác biệt trong nhận thức về tầm quan trọng của các phương pháp tạo hứng thú người học và thực tế áp dụng các phương pháp này của từng giáo viên. Kết quả trung bình thu được về mức độ thực hiện 48 phương pháp là dưới 5.0 đối với tất các các phương pháp. Điều này cho thấy giáo viên không thường xuyên áp dụng các phương pháp này trong các bài giảng của mình. Có 3 phương pháp giáo viên thường áp dụng: khuyến khích sự tự tin của sinh viên (Hệ số Cronbach alpha =0.25), khuyến khích sinh viên tham gia các hoạt động trong giờ học (Hệ số Cronbach alpha =0.54) và phương pháp khơi dậy tinh thần tự học trong mỗi sinh viên (Hệ số Cronbach alpha = 0.51). 3. Luận án cũng đánh giá được trình độ của sinh viên thông qua bài kiểm tra ở các lớp tiếng Anh cơ bản. Có 225 sinh viên trong tổng số 385 sinh viên được điều tra tại trường đại học Công Nghiệp Hà Nội có kết quả thấp, trung bình đạt dưới 70, trong đó kỹ năng nghe đạt 43.5%, kỹ năng đọc đạt 42,3%, kỹ năng nói đạt 45,9% và kỹ năng viết đạt cao nhất 68,8%. 4. Luận án chỉ ra mối quan hệ giữa các phương pháp tạo hứng thú cho sinh viên và kết quả học tập của sinh viên đối với môn tiếng Anh cơ bản: Mối quan hệ giữa các phương pháp tạo hứng thú cho sinh viên và kết quả học tập của sinh viên đối có giá trị p là thấp, Điều này cho thấy việc sử dụng các phương pháp tạo hứng thú cho sinh viên (cụ thể là 48 phương pháp) không có nhiều ảnh hưởng đến kết quả học tập của sinh viên ở trình độ tiếng Anh cơ bản, ngoại trừ 9 phương pháp hay được áp dụng. 5. Luận án đề xuất mô đun đào tạo nhằm giúp giáo viên tăng cường các phương pháp tạo hứng thú cho sinh viên góp phần nâng cao chất lượng giảng dạy tiếng Anh cơ bản; Mô đun gồm 9 phần: tiêu đề, giới thiệu, thời gian thực hiện, mục tiêu khoá học, bố cục, các hoạt động và chiến lược học, kết quả học tập, đánh giá và phản hồi. Mô đun này tập trung vào 3 kỹ năng mà sinh viên gặp khó khăn trong các bài kiểm tra là kỹ năng đọc, nghe, nói. Các hoạt động và chiến lược học đối với mỗi kỹ năng có liên quan chặt chẽ với các phương pháp khơi dậy hứng thú cho người học. KHẢ NĂNG ỨNG DỤNG TRONG THỰC TIỄN VÀ NHỮNG VẪN ĐỀ CẦN TIẾP TỤC NGHIÊN CỨU Khả năng ứng dụng trong thực tiễn: - Giáo viên khoa Ngoại ngữ biết được trình độ tiếng Anh của sinh viên ở khóa học tiếng Anh cơ bản và tầm quan trọng của việc áp dụng các phương pháp tạo hứng thú cho sinh viên trong giờ dạy, từ đó lựa chọn phương pháp giảng dạy phù hợp nhất nhằm nâng cao chất lượng việc dạy tiếng Anh tại Trường. - Các mô đun đào tạo có thể được triển khai đến giáo viên tiếng Anh nhằm giúp giáo viên áp dụng các phương pháp tạo hứng thú cho sinh viên góp phần nâng cao hiệu quả của việc dạy tiếng Anh cơ bản tại Trường Đại học Công nghiệp Hà Nội Những vấn đề cần tiếp tục nghiên cứu: Cần tiến hành một nghiên cứu tương tự về các phương pháp tạo hứng thú cho người học trong khóa học tiếng Anh ở cấp độ khác.

In Partial Fulfillment

Of the Requirements for the Degree

Doctor of Philosophy major in English

By:

BUI THI NGAN

June 2014

ABSTRACT

Title Proposed a training module for enhancing teachers’

motivational techniques and students’ performance in Basic English Course in Hanoi University of Industry

Author : Bui Thi Ngan

Course :Doctor of Philosophy major in English language and Literature

This study made use of descriptive method of research to determine the

relationship of teachers’ motivational techniques and students’ performance in Basic English course and its implication to English Language teaching and learning in Hanoi University of Industry A descriptive-correlational method will

be the most appropriate method for this study because it will attempt to determine how related two or more variables are Gay, L R (1987)

The two research instruments: Survey Questionnaire and Teacher Made-

test were utilized in gathering data The data gathered were subjected to the

following statistical treatment to have a meaningful interpretation and analysis of the study: Cronbach alpha, Frequency Count, Mean, Percentage, Ranking, Standard Deviation and T-test

The findings of the study revealed that the teacher respondents were young with ages ranging from 22 to 38 years old; most of them are female and come from Ha Noi; all or 100 percent of them are married with Bachelor’s degree with 1 to 5 years of teaching experience The three motivational techniques used consistently by Vietnamese teacher are (2) promoting learners self-confidence, (8) making the learning tasks stimulating, and (9) promoting learner autonomy The level of test performance of student respondents of Hanoi University of Industry in Basic English Course indicate low performance of students in all test areas There is not much relationship that exists between the teachers’ motivational techniques and students’ performance in English The proposed training module consists of learning activities or strategies with corresponding motivational techniques geared toward improving teaching Basic English

ACKNOWLEDGEMENT

This dissertation wouldn’t have been possible had it not been for the support, love, patience, and generosity of many people, who have helped me in their own incredible way to deal with myself while trying to find my voice in what I do

First of all, I would like to acknowledge and express my deep gratitude to

my supervisor, Dr Maltida H Dimaano, for her greatly enthusiastic guidance, encouragement, and constructive comments in-depth along the way with my project Without her support, this dissertation would not be able to be completed properly

My appreciation is also spared for quite a number of the professors including in particular Dr Corazon Cabrera Dr Remedios P Magnaye, Dr Amada G Banaag, Dr Maria Luisa A Valdez, … who have provided me with profound knowledge in the field of the study, and to those lecturers, colleagues and friends who have given great help, advice and criticism on the dissertation for the improvement in significant ways

My sincere thanks go to all the members of the ITC, Thai Nguyen University for their constant assistance while my work was in process

I am also indebted to our University Rector - Dr, Tran Duc Quy, who has always given me a lot of encouragement and all the students and my colleagues

at Hanoi University of Industry for their help as participants in the gathering of evaluation data and developing the project

Finally, the deep love, encouragement and support from all the members of

my family would be highly appreciated and my greatest thanks go to my husband and my two children for giving me life, love, values, and belief that I can accomplish anything I set out to do All I have ever wanted was to make you proud of me! Thank you

TABLE OF CONTENTS

Page

TITLE PAGE i

TABLE OF CONTENTS v

LIST OF TABLES viii

LIST OF FIGURES ix

CHAPTER

I THE PROBLEM Introduction 1

Statement of the Problem 10

Scope, Delimitation and Limitation of the Study 11

Significance of the Study 12

II REVIEW OF LITERATURE Conceptual Literature 14

Research Literature 58

Synthesis 70

Theoretical Framework 74

Conceptual Framework 79

Hypothesis 81

Definition of Terms 81

III RESEARCH METHOD AND PROCEDURE Research Design 84

Research Environment 83

Subjects of the Study 84

Data Gathering Instrument 86

Data Gathering Procedure 86

Statistical Treatment of Data 88

IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 91

Developed training module for teachers 135

V SUMMARY, CONCLUSION AND RECOMMENDATION Summary 190

Findings 191

Conclusions 197

Recommendations 197

BIBLIOGRAPHY 199

APPENDICES A Questionnaire for Teachers 206

B Questionnaire for Students 215

C Validation Letter of Questionnaire for Teachers 222

D Validation Letter of Questionnaire for Students 223

E Letter of Request to the Head of HaUI 225

F Response Letter of the Head of HaUI 226

G Photograph of HaUI, the study site 227

H Documents for validation of questionnaires in Batangas State

University 228

I Documents for Administration of Questionnaires in Hanoi

University of Industry (HaUI) 229

J Documents for response Letter of the Head of HaUI validation

of questionnaires 230

CURRICULUM VITAE 231

LIST OF TABLES

1 Distribution of respondents of Hanoi University of Industry (HaUI) 86

2 Age Profile of Teacher Respondents 92

3 Gender Profile of Teacher Respondents 92

4 Place of Origin Profile of Teacher Respondents 93

5 Civil Status Profile of Teacher Respondents 95

6 Educational Classification Profile of Teacher Respondents 95

7 Years of Teaching Experience Profile 96

8 List of 48 motivational techniques validated 98

9 List of 48 motivational techniques, their frequency 104

10.List of 48 motivational techniques, degree of importance 111

11.Performance of student respondents in a teacher-made test 116

12.Student's t-test comparison of the mean % scores 117

13.T-test comparison of the mean scores for frequency 119

14.List of motivational techniques, their macro-strategy grouping, Cronbach alpha values, significant relationship on three areas of Basic English 123

LIST OF FIGURES

1 Research Paradigm 80

CHAPTER I THE PROBLEM Introduction

English as the number one foreign language in Vietnam is a product of the Doi Moi or Renovation initiated by the Vietnam Communist Party in 1986 As an overall economic plan, Renovation opens its door to the whole world through its policy making English as the only foreign language to be taught in Vietnam Vietnamese students have to pass an English language test being one of their six national examinations for them to get the certification for Secondary school education Undergraduates and graduates of tertiary level are required to take English as a subject

Teaching English in various places at all levels expanding educational system in Vietnam is part of the mounting pressures where knowledge and ability to learn and communicate in English is a must and

of importance In Vietnam, there is low standard in teaching English and its use and without major changes and sizable inputs in curricula or course, methodology and materials, English teaching in Vietnam would soon cease to serve the demands being made on it (HongVan,httpPrime-EducationConsultancy12/29/13)

Further, In Vietnam, Decision No 1400/QDTTg approving the year National Plan for “Teaching and Learning Foreign Language in the National Formal Educational System in the Period of 2008-2020” was

10-issued on Sept 30, 2008 This decision covered the three phases Phase one gives priority to developing and perfecting the ten year foreign language curriculum which focus on English writing, foreign textbooks, preparing necessary condition for exercising the ten-year foreign language (English) program Phase two on the other hand gives focus on introducing the ten year foreign language program throughout the whole general educational program and phase three centers on perfecting the ten-year foreign language program throughout the whole general educational system and on developing intensive foreign language program for vocational schools, colleges and universities

Clearly, it is expected that by year 2020, most Vietnamese students who will graduate from secondary, vocational schools, colleges and universities will be able to communicate in English language confidently in their daily conversation, in their study and their work in an integrated, multi-cultural and multi lingual environment as well as making foreign language a comparative advantage of development for Vietnamese people in the course of the country‟s industrialization and modernization

In addition, in the general education level in Vietnam, the mandate

of English language teaching (ELT) introduced by the Ministry of Education and Training in 2007 include ability of secondary students to use English as a means of communication at certain level of proficiency

in the four macro skills and be able to read materials fitted for their levels; master basic English phonetics and grammar and acquire vocabulary in

English; as well as attain certain level of understanding of English and American culture and develop awareness on the cross-cultural differences for students to become better communicator, to inform the world regarding the history and culture of the Vietnamese people and to take pride of the Vietnamese language and culture

But based on the EF English Proficiency Index (EP EPI), Vietnam has 44.32 percent or very low English proficiency close to Thailand with 39.41 percent This index – the first of its kind is used to compare the English proficiency of non-native English speaking countries, calculated from 2,360,730 test takers in 42 countries and two territories from 2007 to

2009 In 2012, Vietnam showed an EPI of 52.14 percent or low proficiency, an improvement from the previous year in comparison with Thailand wherein got a value of 44.36 or very low English proficiency

So that motivation in English language learning is considered or looked into as it plays an important role in both teaching and learning It

is also one of the main determinants of second or foreign language learning achievement Motivation as a direct determinant of second language achievement is also one of the individual variables where more attention and direction should be given It is also considered a stable learner trait and can be analyzed based on the aspect of the language learning process associated with the classroom

Motivation as a global concept and one of the most effective factors

in all kinds of educational settings is also one condition where learners

are willing to invest their time and efforts in order to learn It is a personal character where some learners may have it while others don‟t Basic motivational drives varied from each individual at different times and should be situational Motivation is also requested with the desire and drive within the individual for him to achieve his goal so that as an internal condition it is dependent on his needs and perception Involve also in motivation is the willingness of the person to exert high levels of effort for

a certain kind of goal to satisfy some individual needs

As a process of arousing, directing and maintaining behavior toward a goal, motivation indicates also for a person to have vigor in order for him to produce better output A well- motivated person must have a very clear well - defined goals for him to take actions where he expects attaining such goal with success Strengths and directions of behaviors are also some concerns of motivations If a person has behavioral commitment he can be very effective at work Certain behaviors such as being purposive, designated, and goal oriented involved certain forces acting within the individual for him to initiate, sustain and direct such kind of behaviors

Comprising part of teacher‟s pedagogical knowledge is a combination of many different aspects called motivation It is impossible

to maintain and be successful with the techniques at all times and teachers must have this realization Teachers will be feeling better about his quality of teaching if he gains experience using some of the

techniques Teachers must realize that teacher‟s ability to create the quality is the basis for the quality learning experience

The problem of motivating students cannot be done in one simple process In motivating students‟ to learn, individual style and personality

of the teacher is of utmost importance for it plays a significant role in the implementation of motivation strategies A wide variety of learning experiences for the student is involved and the structure of class period is also dependent on motivation routine So that it is important for teachers

to have familiarity on the different types of motivation and its role in teaching

The personality of the teacher is one of the aspects of motivation that is hardest to change One of the most demanding environments where teachers‟ perceive behaviors of learner‟s self-worth is that of classroom environment The characteristic necessary to motivate a class

as part of a teacher‟s task in the classroom which is always done in a careful daily process often meet some failures and needs

There are several perceived teachers‟ characteristics considered important for students‟ motivation to learn A teacher must possess a concern and caring attitude towards students, as well as love and knowledge and utilize them for accomplishing something There is a meaningful effect on students‟ performance and behavior based on their perceptions regarding teacher‟s concern and care for them Students tend to be high achiever in their academic performance upon perceiving

that their teachers are willing to reach them out and provide necessary assistance even if students are aware that teacher maintains the same standards

Although some students considered love and care to be the most important characteristics they are expecting for a teacher to manifest, they also consider humor and high expectations as other characteristics their teachers should possess Humor can stimulate, illustrate, motivate and lose tension that‟s why it is considered a valuable character trait a teacher should have

In the classroom, motivation did not receive much scholarly attention until recently that teachers tend to rely on unsystematic bag-of-tricks approaches or on some theories

Students in the classroom want to use their teachers as human beings having warm and genuine sense of humor These character traits can reveal teacher‟s humanness, comfortableness and secured attitudes

in terms of their course materials and knowledge as well as their personal relationship with students

Teachers who motivate students in class have high expectations of them Students‟ performance is affected by a high expectation of the teacher which is communicated to them through different kinds of cues, either verbal or non- verbal Student on the other hand even if he has negative expectation about the teacher is still affected by the high expectation of the teacher on him Teacher should identify the standards

of quality through a solid motivational routine Once this quality is clearly explained in terms of its attainment to the students, they will work hard to achieve and maintain it Teachers determine the standards of quality for students to achieve If the standards set by the teacher is clearly explained and identified in terms of specified ways of achieving them, more success in meeting high expectations will be done by the students

In motivating students, their desire to learn can be elicited by teachers through a variety of teaching techniques aside from teacher‟s personality The interaction between the lesson structure and teacher‟s personality serve as bases of learning experience Teachers are expected to be comfortable to the techniques they are using in the classroom Teacher who is uneasy and not comfortable

in his teaching even if he has a very long number of years of teaching experience as well as other causes will convey the same uneasiness to his students Only teachers sincerity, concern, humor and increase expectations can decrease students‟ restlessness albeit motivate students to learn more easily

Interaction and worthwhile tasks can be used to motivate students

as well as the environment in which students learn Interaction between the teacher and the students are also important in any learning experiences Teaching is considered interaction that facilitates learning Teachers‟ can‟t interact with their students sometimes because they don‟t have respect for students Teachers treat their students alike and in the

same way The interaction that is nurtured between the students and the teacher are interrupted because of that attitude Teacher has to accept individual differences and once there is acceptance of students differences, the door to interaction is opened Knowledge and skills reacquired by students quality of learning is improved regardless of the kind of lifestyles students have through active participation process because they are highly motivated

One factor identified that creates distance between the teacher and the student is the interest of the teacher which differs from the interest of the students Teachers who teach students without taking initiatives to learn more above the interests of students are losing a great motivational technique Learning about students‟ lives is a great challenge for many teachers, but it is very important for the teacher to have an impact on their students‟ lives

In teaching, there are many techniques that are found to be motivational like cooperative learning Teacher feeling comfortable with the implementation of the said technique is an important aspect of any teaching techniques since the desired outcome of any motivational technique is for the students to participate in class In motivating students,

it is considered essential that teachers must show concerns in taking time

to find the techniques that best fit the class thereby allowing teachers to feel comfortable and professional

Quality atmosphere for learning in the classroom can be considered a motivational factor that contributes effective teaching It is

of importance to look for some aspect of this atmosphere since classroom

is a place where motivation can be facilitated One area that can greatly affect the classroom is routine Students know what to expect through the use of routine and it can establish a good comfortable atmosphere of learning It is a must to prevent the use of routine to become boring and mundane on the part of the students‟ inclusion of motivational technique Student‟s discipline is considered inevitable in any classroom environment aside from classroom routine and the development of student‟s success Teachers must maintain effective discipline to motivate students who are task to act responsibly and to show good human relations because of its effects in learning

As regard to English classes observed, students lack interest in learning this foreign language because Vietnam English is not considered the core subject in the curriculum Most Vietnamese students focus their studies on natural science subject The prescribed English textbooks containing complex topics and lessons attributed also to students‟ difficulty and discouragement in learning English Classes in Vietnam also comprised of forty five to fifty students per class These language classes have also an effect on the English language activities of students that demand group or pair work Students‟ learning is also affected by the many holidays in Vietnam and for the entire school year These

interruptions of classes contributed to the poor learning attitude of students aside from poor equipment, outdated teaching materials, inadequately trained teachers and written grammar focused government examinations

Though teachers use motivational techniques in teaching, they still use the traditional methods of teaching, such as giving assignments, compiling of vocabulary tests, teaching grammar with the use of visual aids, engage students in various language activities and control their class by teaching and explaining lessons all the time It is more of teacher centered rather than students Teachers did not give their students opportunities to engage in group or pair works to share information inside the classroom

As an administrator of Hanoi University of Industry, I am interested

in investigating the relationship of teachers‟ motivational techniques and students‟ English performance Finding out the patterns of the varied techniques utilized by teachers as well as knowing the academic performance of students in English Basic Course will serve as basis for developing a training program that will address the concerns relative to the study

Statement of the Problem

This study determined the relationship of teachers‟ motivational techniques and students‟ academic performance in Basic English Course and its implication to English Language teaching and learning in Hanoi

University of Industry in order to come up with a proposed training module for enhancing teachers‟ motivational techniques and students‟ performance in Basic English Course

Specifically, it seeks to answer the following questions:

1 What is the demographic profile of the teachers in terms of:

1.1 Age 1.2 Gender 1.3 Place of origin 1.4 Civil status 1.5 Educational qualification 1.6 Years of teaching experience?

2 What are the motivational techniques employed in teaching the

Basic English course?

3 What are the levels of students‟ performance in Basic English

Scope, Delimitation and Limitation of the Study

The study covered the motivational techniques used by teachers in teaching Basic English course The demographic profile of the teachers was used consisting of information like age, gender, place of origin and

civil status Included also in the profile are the teacher‟s educational qualification and years of teaching experience The academic performance of the 385 first year students in Academic Year 2013-2014 and the 125 teachers currently employed at Hanoi University of Industry were covered in this study as well as the significant relationships between the teacher‟s motivational techniques and students‟ performance

in English with training module as its output

Students who were in their Second year, Third year and Fourth year respectively were not part of the study Results of the study were be limited only on the data which gathered from the respondents in the Academic Year 2013-2014 in Hanoi University of Industry

Significance of the Study

This study is believed to have profound significance to the Administrators, University Officials in Hanoi University, Faculty of Foreign Language, other Faculty in Hanoi University, Students in Hanoi University and to the present and future researchers

Administrators/ University Officials Findings of this study will

provide basic information to the university officials on the importance of motivational techniques in teaching Basic English course Result of this study can be an opener for the administrators to have plans of providing effective Faculty Development Training Program to improve the motivational techniques of teachers in teaching Basic English course

which will lead to the improvement of the students‟ performance in learning Basic English course

Faculty of Foreign Language Results of the study can be useful

to the faculty of Foreign Language since they will be informed on the current status on the performance of students in Basic English Course This study also may help them improve the current motivational techniques used in teaching Basic English It is hoped that through this study, they can choose the best training program they have to attend to improve the skills or techniques in teaching Basic English Course

Other Faculty in Hanoi University of Industry This study will

help them understand the importance of using different motivational techniques in teaching This may encourage them to select the most appropriate motivational techniques that will improve the students‟ performance

Student Researchers This study may contribute to broaden their

horizon of knowledge and may be an instrument to provide recommendations to improve the teachers‟ techniques and the students‟ performance as well

Future Researchers This will be of use to other researchers

who might wish to conduct a similar study Future researchers may use this study to enrich their own body of literature and substantiate their own findings

CHAPTER II REVIEW OF LITERATURE

This chapter presents the relevant conceptual and research literature which have bearing to the present study as well as synthesis, theoretical and conceptual framework, hypothesis and definition of terms The literatures included are found substantial to the study and give the necessary background to understand the present research

Conceptual Literature

The following concepts which focused on English Language teaching and learning, Basic English Course, Motivation and Techniques, Student Performance and Module Development were reviewed to substantiate the study

English Language Teaching and Learning The international

language of education, science, business, politics and culture is English language The quality of English instruction is improved through the factors that affect the quality of language teaching and learning such as school resources, class size, quality of teachers and school attendance (London:http/www.ehow.com/info) A major determinant of the quality of English language teaching and learning is school funding Children cannot learn English properly without sufficient learning infrastructure Another factor which affects adversely the quality of English language instruction is the class size Over -crowded classroom is also a difficult

condition to provide adequate quality English language teaching As regard to the quality of classroom teachers, competent teachers provide high quality English teaching but there are some teachers who have difficulty in English oral communication thereby serving as impediment for them to teach English to others Other issues relative to having quality language teaching and learning includes absenteeism and shipping work

of teachers as part of their habitual practice School attendance of learners is also another factor for having quality learning of English Learners failed to attend English classes and learn the language because they do not have financial resources to go to school or because of poverty they cannot afford to buy school necessities for them to learn

Other obstacles encountered by English Language learners in their effort to become proficient in the English language include abandoning their native language and surrendering an aspect of their identity This means that they must either communicate in English or not so that they are in conflict as regard to the use of English and their native English Learning the English language occurred in the context of social climate A major impact on how well English for second language (ESL) learners learn English and how well they over all learned the language is determined through the relationship between the students and accompanying range of social behaviors Learners in an unwelcoming, hostile environment cannot achieve proficiency in learning the English language most especially when they are made fun by their peers every

time they speak English and their native language where they end up being silent and would not participate in class This impedes their performance in the language

ESL learners are taught English in academic skill where they often have insufficient ability to interact in social settings because of limited opportunity to interact academically and socially They also have difficulty learning the slang and social English because they have no one to learn from it and moreover they prefer English out of necessity often abandoning their native language to fit it thereby ending up without comfort either in the language or losing the ability to communicate with their family members and friend (Olsen,http.www.teach-nology.com) There are effective ways where teachers can help ESL learners address problems through meaningful instruction Teachers can make use of strategies in creating classroom situation that enhance learning through modeling, scaffolding and helping students to construct understanding with the eventual goal of becoming independent thinkers and problem solvers (Meyer:http.www.teach-nology.com)

There are four loads which are identified as barriers to meaningful instruction of learners which include cognitive load, culture load, language load and yearning load The number of new concepts embedded in a lesson is referred to as cognitive load It covers the assessment of prior knowledge of all ESL students as well as whether they process or not the concepts and skills learned To understand ESL students critically,

conceptual stages must be filled up by relating new concepts to their life experiences Culture load on the other hand deals with the relationship between language and culture as well as the amount of cultural knowledge required in comprehending or participating in an activity The use of words in the cultural settings determine the meaning of words Learning the words in English as well as the cultural background that gives the words their English meaning is considered the English learners‟ need for them to understand the meaning of words in context The following are the strategies to help students lightened their culture loads: treating students with respect, build personal relations with students, families and communities by teachers as well as using information gained through this relationship to develop students‟ understanding of culture by demonstrating respect for students and developing trust that can deepen teacher-student relation

As for language load which refers to the encountered unfamiliar words of English learners through reading a text or listening to the teacher or peer academic talk – this load can be lightened by teachers through rewriting or explaining text materials To help the learners acquire academic and social languages and use them effectively to a more sophisticated level of speaking, teachers should model them

What teachers expect to students perform in some English learning activities is what is requested by language load Activities involving English language, making adaptations and offering support are some of

activities involving English learners while teachers must carefully considered their learning load Language bath is one of the strategies under this barrier where the teacher does the initial discussion of the new topic and students listen after which brainstorming and other activities follow This strategy is found effective in the English speaking students for it prepares students to familiarize to the different vocabulary and development of the topic

Yearning load as barrier to meaningful instruction for English learners deals on intrinsic motivation of learners, a desire for them to know and learn more Highly interesting topics for students can cultivate the yearning goad needs in teaching To broaden students‟ interest, teachers may encourage students to share their passions with other students It is also important for this barrier to have critical selection and creative implementation of curriculum Teachers cannot motivate and facilitate learning of students in English language and content through enlightening one or two among these loads and arrange meaningful learning for students ESL students may not be thought of as misinterpreted or unmotivated learners if there is understanding among these mentioned barriers

According to Gorham and Millette (1997), the behavior of the teacher influences the behavior of the student, subsequently affecting learning outcomes and that student motivation is affected by a variety of factors, some of which are directly influenced by what a teacher does,

how he structures the course and how he behaves in class and some of which are largely beyond the teacher‟s control, that is expectancy and attitude students bring with them to the class

In the context of teaching and learning developing rapport means learners establishing good relationships among themselves on one hand and between the teachers and learners on the other hand In rapport, the focus is on maintaining positive, enjoyable, respectful and socio-cultural relationships among students and teachers As to social actions, learners read the minds of others and were able to develop social relationships among themselves as well as their teachers Also included in social actions are the communicative activities in the target language inside and outside the classroom (Harmer, 2008) emphasized that a significant feature in the intrinsic motivation of the students depend on their perception of what a teacher thinks of them and how they are treated This indicates learners‟ sociable behavior through participation on classroom activities, good family behavior and being friendly

On the other hand, to increase motivation in language teaching, teachers need to find ways to teach students with interests to learn and appreciate the language The more learners are intrinsically or extrinsically motivated, the more they are independent, active, participating, autonomous and successful In teaching and learning English language, the teachers must create in the students a desire to learn They should help the students to sustain their motivation using

varied activities In English instructions, teachers can make use flexibly varied methodologies to motivate students in class

Teachers should develop mutual relationship with learners (Kabilan, 2000) It is a very practical way to arouse motivation or interest

of students to learn better aside from building harmonious relationship of teacher to his students for learning and teaching process

Students‟ motivations depend on their perception of the kind of relationship they have with their teacher What the teacher thinks of the learner as well as the kind of treatment afforded play a significant role to them It is believed that the teacher‟s behavior affects the students‟ behavior as well as the learning outcomes

The teacher psychologically dominated the students so that students hesitated to participate in the activities in class because of the gap between the teacher and the students as well as not having good relationship with one another So, there should be a whole some social relationships between the teacher and the students so that learning would take place interestingly on the part of the students They are motivated to ask questions, share ideas with themselves inside and outside the classroom if they have good support with the teacher Language learning must be extended beyond the walls of classroom to create a link with what is learned both in the inside and outside of the classroom Success and failure in the teaching and learning process can be attributed to the

sound support between the learners and the teacher It can also enhance students learning

To create good relationship with learners, teachers should do everything by providing interesting and motivating classes and partly this comes from such things as treating all the students the same (Harmer, 2006) Teachers need to understand the students varied backgrounds, different interests, future goals, aims for learning English as well as different personalities in order to develop mental relationship Classroom environment becomes comfortable once the relationship is developed and students enjoy to learn from the teachers without reservation For teachers to enhance students‟ motivation to learn English language and establish good rapport with them, teachers must be more interested in students and the subject must be able to learn all their students‟ names, and allow students to ask questions in class discussion They must be ready to attend conferences and let themselves available to students who need assistance

Language learning is not only a linguistic phenomenon but a process It is a process where the learner is motivated and has everything

to achieve his objective Learning task is determined whether it is doable

or not through the learner‟s prior experience as a student in general and self-image specifically as language learner The following are the factors related to the eventual outcome of the language study which include the person‟s prior knowledge, attitude, personality, learning styles and skills

as well as motivation Brown (2004) pointed out that the most critical element which appears to determine the relative failure or success of language acquisition is the learning environment itself

In various places, languages are taught and learned Some is informal settings while others in format context like in the classroom Learners achieve mastery of the target language in different degrees despite of the different methodologies in language teaching used These are opportunities where language can be used to create personal meaning In the first five years of active language study, most individual learn to communicate basic information through conversation in the target language In most cases, mere exposure or contact to the target language is not enough to come up with productive language skills

A developmental process which resembles that of the first language is followed in second language development The type of language input adult learners experience as well as the control of its quality or quantity affected them This means that adult learners can either seek opportunities to speed up their learning process or tune out their language if needed Like language learning, adult learning is also a process

Language learners more or less can assess as to whether they learn the language or they enjoy it and they want to pursue it or not Adult learners possess cognitive tools which they can use to study other

subjects as well as in identifying the learning routes to second language acquisition effectively and meaningfully

There are 2 major categories of language skills according to Cummins (1998) These are the Basic Interpersonal Communication Skills or the BICS and the Cognitive Academic Language Proficiency of the CALP A few years is required to develop BICS This indicates that language learners have the opportunities to engage in conversation after and project to be proficient language users possessing fluency to respond

to the most concrete stimuli while CALP on the other hand pertains to the ability of the learner to discuss and study conceptual, academic, material

in the second language

It is stated that a person may have the capability to carry on conversation in the target language but he may not possess the skills needed to study the abstract concept of the same language because academic knowledge of complex sentence structures, understanding of the written and spoken rhetoric of the language as well as possession of

a vocabulary are required Hard work is the key to achieve this kind of level of language proficiency

Learning of a language is indeed a process since language requires its own time Language courses can speed up the process where systematic study of the language for several hours each day is the focus

To foster success instinctive context of language study be it formal or informal must contain key components

Language learning according to Van Lier (1996) is enhanced by the learners own understanding of what he is doing and why, being able to make some personal decisions about the process and being introduced to the materials which are relevant, meaningful and practical This means that in acquiring another language, learners must be mentally present in the learning situation and must have the drive and exert effort to achieve such goal

The role of comprehensible input in language teaching has been emphasized for the last two decades Krashen (1988) pointed out that Language teacher must create learning situations which are too difficult for the students and that the language material should be appropriately and developmentally sequenced so that it is slightly above the learners current level of mastery

Solving problems, creating one‟s own ideas in home -made sentences and negotiating meaning in the target language are some of the activities language learner must engage As Swain (1993) believes that in addition to comprehensible input, meaningful output cannot be underestimated

In language acquisition, language practice takes place in relevant context As stated by Cummins and Swain (1986) interaction in the language is needed in order for the learner to communicate personal meaning in the target language This indicates that learners learn to use the language aside from the knowledge of what language is all about

To enhance students learning experiences, the methods and materials used are considered crucial components of organized language program Language teaching then must be based on students‟ levels of ability and need It is on the part of the language teachers to determine the content of the lessons to be taught to the learners.This present a challenge for language teachers to help learners learn English language as well as the academic material specified in the content area learning standards (Pellino.http/www.teach-nology.com) Language teachers must put emphasis on the human side of teaching through continuous reflection and updating of teaching practice to address the needs of the learners

Basic English Course It is a course offered to all incoming

freshmen of which the focus is on Basic English which is also called simple English Basic English is an international auxiliary language intended to serve as a means of communication between people whose native language differed (www.5minuteenglish.com/basic_ englishlang.htm) Aside from being an English based controlled language, Basic English course is an international auxiliary language which serves as an aid for teaching English as a second language It

is also a certain kind of subset of regular English and a simplified form

of English consisting of vocabulary and rules of grammar intended as

an international auxiliary language for use in teaching English as a foreign language

Charles Kay Odgen, a proponent of Basic English, stated that controlled English learning experience would be easier to achieve Further, he proposed 850 Basic English list of core words serve as beginner vocabulary along with a simplified set of rules of grammar

Basic English is the best way to start if the goal of the learner is to learn English It is much easier to advance mastering standard „English if learner develops ahead basic vocabulary along with specialized words and simple grammar and rules It is a fact that learning the English language gives many lifetime benefits

There are several advantages claimed about having knowledge of Basic English as compared to other basic language The most important

is found in its two word verbs, the proposition and verb combination like come in, come out, come up, come down, take in, take out, take up, take down The number of meanings expressed by those verbs is at least the product of the number of verbs by the number of prepositions (Pierre Delattre:www.jstor.org/discover 10.2307)

Since English is a dominant language in commerce, science, business, entertainment and many others, a working knowledge of English language means better job opportunities worldwide (elp.viu educ/gclid=cp3jv6) As a result, there is this growing needs for English skills that will provide students with opportunity to learn English

That prompted educational institutions and other agencies to offer Basic English course Varied descriptions and goals were provided as to

the content of the course Among them include: improving various English skills focusing in pronunciation of words and sounds, listening, practicing casual English, reading and combining of all skills together (eteacherenglish.com/courses/basic English); improving English language and literacy skills of students where students will work on the reading, writing, vocabulary, listening and speaking skills appropriate to their level (www.cscc.educ./workforce/languistbasic-English); improving language proficiency for travel or for communication with foreign speakers in social

or work situations aside from developing basic grammar, speaking and listening, reading and writing as well as the skills and confidence to communicate in English (StephenZappala.www./earn-a-secondlang.com) Further, this course is designed for students to improve their level of general English and academic skills through laying the foundation of English grammar and vocabulary as well as listening, speaking, recording and writing This course is also offered to prepare students with diverse academic background for the demand of college reading and writing and

to provide them with a challenging educational experience that enhances the critical thinking skills necessary for life-long learning (www.bergen.educ.668.aspx)

In addition, Basic English course is offered to improve various skills Lessons on this course focus on pronunciation of words and sounds, listening, practicing casual English, reading and combining of all these skills together (www.liveacca.com/basic-English.html) Through

this course, students are expected to learn how to introduce themselves

to friends and family, discussing everyday activities, food, restaurant, shopping and places Other institution would offer Basic English course

to improve English communication skills to non-native English speakers Their focus is more on conversation, pronunciation, reading, writing, grammar and composition giving emphasis on language skills (www.southseattle.edu/program)

At the end of taking the basic English course, there are several expectations for the learners to achieve which include: having the ability

to understood and respond to simple questions and conversation; as well

as understanding spoken English by non-native speaker or foreigner at a slower speed; having the ability to read and comprehend simple articles and other forms of publications, can request for help and be able to write simple sentences with few grammatical errors and follow directions

Further, learners are expected to acquire Basic English vocabulary

to help them communicate as well as acquire knowledge on basic English grammar rules Others would expect their learners also to read short and simple sentences and engage in short conversation as well as communicating through simple everyday tasks Further, learners taking Basic English Course must be able to describe personal background, living conditions and be able to write brief and simple notes as well as messages and personal letters

As in the case of Hanoi University of Industry, English as a Basic course is compulsory to all students across disciplines The total number

of units of Basic English is 6 units per term, a total of twelve units for one school year equivalent to 180 contact hours In the first semester, the primary aim or objective of the course is for the students to be equipped with basic knowledge of English grammar and to develop the students‟ skills in listening, reading, writing and speaking As regard to listening skills, students are expected to listen and comprehend basic words or phrases relating to the introduction of oneself and other personal vital information as well as simple question seeking personal information In speaking skills, students are expected to communicate, ask and respond to questions about familiar topics at a simple level while in terms of reading skills students are expected to employ two main reading skills such as scanning and skimming to look for main ideas or detail in different reading material such as news, emails as well as other forms of reports

In terms of writing skills, students are expected to express in written language topics about themselves and they are also expected to write other forms of letters like friendly letters and application letters The lessons under Basic English Course I for the first semester are divided into 6 areas such as grammar, vocabulary, reading, writing, speaking and listening The contents of these areas included for grammar are the positive and negative questions, pronouns, articles, prepositions as well

as the singular and plural nouns; for vocabulary, it focuses in terms related to other countries and nationalities, the meaning of numbers and the alphabet; as for reading it involves reading and understanding short emails from other people while in writing, the concern is more on writing short paragraphs about personal matters In speaking lessons, it is more

on asking and talking about themselves and other expressions; whereas

in listening, the subject matter is more of listening and understanding of what other people are saying about family and daily situations

As regards to the second semester, the same six areas are the focus of the study as Basic English course is expected to finish for one year by the students Only the learning contents or lessons are not the same For grammar, the focus this time is on verb to be, verb constructions, Wh- questions and the correct use of possessives As for vocabulary, the focus is on synonyms and antonyms as well as name words As for reading and writing, the subject matters are geared to reading, writing and understanding specific form of emails like business emails and personal experiences Subject matter for speaking is geared toward situational practice of language like ordering food, asking for prices as well as talking to class while for listening it is directed to listening and understanding people, taking orders, asking for prices and its more of socio-linguistic aspects Almost all the lessons on learning content of Basic English course of the University for one year are geared toward using Language in everyday situations and for practical utilization

Motivation and Techniques The study of why people think and

behave as they do is referred to as motivation It is also after defined as

a goal-directed activity and the process that initiates, guides and maintains goal-oriented behaviors (Kenden.C.psychology.about.com) Biological, emotional, social and cognitive forces that advocate behavior are involved in motivation It also described the reason why a person does something

Motivation is the desire and action towards goal directed behavior (Alleydog.com/topics/motivation.php) As an internal process that makes

a person move toward a goal, motivation like intelligence cannot be directly observed By rating a person‟s behavior is only way motivation can be inferred (www.sparknotes/com/psychology) In the performance

of all learned response that is learned behavior will not occur when it is energized motivation is involved

A psychological feature that arouses an organism to act toward a desired goal and elicits, controls and sustain certain goal – directed behavior is called motivation As a driving force, it compels

or reinforces an action toward a desired goal and serves as the purpose or psychological course of action An inner drive to behave

or act in a certain manner is also called motivation Wishes, desires, goals are some inner conditions that activate to move in a particular direction in behavior