Training module for enhancing teachers motivational techniques and students performance in basic english course in hanoi university of industry (HaUI)

ABSTRACT Title : Training Module for Enhancing Teachers’ Motivational Techniques and Students’ Performance in Basic English Course in Hanoi University of Industry HaUI Author : Bui Thi

TRAINING MODULE FOR ENHANCING TEACHERS’ MOTIVATIONAL

BASIC ENGLISH COURSE IN HANOI UNIVERSITYOF INDUSTRY (HaUI)

A DissertationPresented to The Faculty of the Graduate SchoolBatangas State University Batangas City, Philippines

In Partial Fulfillment

Of the Requirements for the Degree

Of Doctor of Philosophy Major in English

By:

BUI THI NGAN

April 2015

APPROVAL SHEET

This dissertation entitled “TRAINING MODULE FOR ENHANCING

PERFORMANCE IN BASIC ENGLISH COURSE IN HANOI UNIVERSITY

OF INDUSTRY (HaUI)” prepared and submitted by BUI THI NGAN in

partial fulfillment of the requirements for the degree of Doctor of Philosophy major in English has been examined and is recommended for Oral Examination

College of Arts and Sciences

PASSED

ABSTRACT

Title : Training Module for Enhancing Teachers’ Motivational

Techniques and Students’ Performance in Basic English Course in Hanoi University of Industry (HaUI)

Author : Bui Thi Ngan

Degree : Doctor of Philosophy

of the language learning process associated with the classroom

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 HanoiUniversity of Industry (HaUI), Vietnam It made use of descriptive

method of research and the respondents of the study is composed of 385 first year College students taking up Basic English course who were randomly selected and 110 English language teachers of HaUI for the school year 2013-2014

Findings of the study revealed that as regards to the demographic profile of respondents with respect to the age of the teacher respondents, the highest percentage is that of ages ranging from 22 to 38 years old or 14.29 percent which revealed that the English teachers population in Hanoi University of Industry were young, born after 1975 and comprise the new generation of post war Vietnamese In terms of gender most of the teacher respondents are female with frequency of 100 or 95.24 percent which indicates that in English teaching profession in Vietnam, female gender dominates the profession as they are preferred by the university as compared to male teachers

For place of origin, majority or 37.14 percent of teacher respondents come from Ha Noi followed by Ha Nam with 20 percent out of 17 places in Vietnam As revealed these two provinces or municipalities, Ha Noi and Ha Nam are said to have active and motivated teachers in English As for the civil status all teacher respondents or 100 percent of them are married and

value their status

For educational qualifications, out of the 105 teacher respondents there are 57 or 54.29 percent who obtained Bachelor’s degree and 48 or 45.71 percent who have Master’s degree which means that more than half

of the respondents only have a Bachelor’s degree indicating a limited level

of competency Further in teaching experience, 61.9 percent of teacher respondents have 1 to 5 years of teaching experience and the remaining 31.1 percent comprise those teachers with more than five years teaching experience which indicate that most of the respondents are mostly in their early years of their English teaching career

When it comes to the motivational techniques employed in teaching the Basic English Course by respondents, out of 48 motivational techniques

47 got 50 percent agree responses with one technique having 43 percent of responses only, and it is in the item letting student suggest class rules which belong to the 10 macro strategy promotin g group cohesiveness and group norms and ranked 7, while the motivational technique that most respondents agree is under the macro- strategy recognizing students effort which ranked 1 and that is making sure grades reflect students’ effort and hard work with a score of 102 or 97 percent

As to the rate of frequency which the respondents employ the 48 motivational techniques, all these motivational techniques mean scores are below 5.0 which means that respondents do not always employ motivational techniques in teaching The highest mean score was 4.4 close

to scale value of 4.0 with verbal interpretation of often obtained by motivational technique on encouraging students to try harder The three constituents motivational techniques used consistently by Vietnamese teachers in compared to other strategies are promoting learners’ self -confidence with Cronbach alpha =0.25; making the learning task stimulating with Cronbach alpha =0.54; and promoting learner autonomy with Cronbach alpha = 0.51

Relative to the degree of importance of the motivational technique encouraging students to set learning goals topped the list with 4.6 mean score and has the verbal interpretation very Important On the levels of test performance of 225 student respondents in Basic English results indicate of a generally low performance of students in all test areas in Basic English with mean percentage below 70 percent, with 43.5 percent mean percentage score for listening, 42.3 percent for reading, 45.9 percent for speaking, and 68.8 percent for writing which is the highest among the four areas

Further, in the comparison of student’s performance in the four language skills results showed that the students’’ performance in the listening test is significantly related to the other three tes ts as indicated by their p-values of less than 0.05 For the different test areas

in Basic English, the p-values are below 0.05 which indicates that the mean frequency of use of motivational techniques are significantly related to the mean test scores of the students This indicates that the mean scores of the frequency of use of motivational techniques are generally related to the mean scores of the students in Basic English test except for the nine motivational techniques in reading, three in listening and one in speaking This also indicates that the frequency of use of the 48 motivati onal techniques is generally predictive of the students’ performance in the different areas in Basic English test

Among the four test areas, it was reading that had the most number

of motivational techniques, followed by listening then speaking The output

of the study is in the form of a training module which is composed of nine parts namely; the title, introduction, time, objectives, course outline, learning activities or strategies, learning outcomes, and evaluation and feedback This training module is based on the three low score areas in students’ test

performance such as reading, speaking and listening The learning activities or strategies of each area incorpora te motivational techniques Based on the findings, the study recommended the following: that the training module be reviewed prior to its implementation; remedial lessons

be provided to students to improve their test performance, and similar study

on motivational techniques may be conducted in another course

Her appreciation is also afforded to the following professors:

Dr Myrna G Sulit, external representative, for her contribution for the improvement of this research work;

Dr Felix M Panopio, statistician, for his kindness in sharing his mathematical expertise;

Dr Amada G Banaag and Dr Maria Luisa A Valdez, panel members, for the valuable insights; and

Dr Remedios P Magnaye, recording secretary, for her encouragement and concern

Likewise deepest gratitude is also expressed to all the members of her family for their love, encouragement and support; and

Finally, to her husband – Mr Thanh and her two children Tho and Chi

for their love, values, and belief that she can accomplish anything she sets out to do

Bui Thi Ngan

DEDICATION

This humble piece of work is heartily dedicated to her university rector

Dr Tran Duc Quy, who has always given her a lot of encouragement and all

the students and her colleagues at Hanoi University of Industr y for their

help as respondents of the study Sincere thanks is also afforded to all the

members of the International Training Center (ITC), Thai Nguyen University

for their constant assistance while her work is in progress

Bui Thi Ngan

TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGMENT ix

DEDICATION……….xi

TABLE OF CONTENTS xii

LIST OF TABLES xv

LIST OF FIGURES xviii

CHAPTER

I THE PROBLEM Introduction 1

Statement of the Problem 11

Scope, Delimitation and Limitation of the Stud 12

Significance of the Study 13

II REVIEW OF LITERATURE Conceptual Literature 15

Research Literature 66

Synthesis 77

Theoretical Framework 82

Conceptual Framework 87

Hypothesis 90

Definition of Terms 90

III RESEARCH METHOD AND PROCEDURE Research Environment 93

Research Design 94

Subjects of the Study 95

Data Gathering Instrument 96

Data Gathering Procedure 98

Statistical Treatment of Data 100

IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 102

V SUMMARY, CONCLUSION AND RECOMMENDATION Summary of Findings 213

Conclusions 221

Recommendations 222

BIBLIOGRAPHY 224

APPENDICES

Questionnaires

(1) Questionnaire for Teachers 233

(2) Questionnaire for Students 246

A Request Letters (1) Validation Letter of Questionnaire for Teachers 254

(2) Validation Letter of Questionnaire for Students 255

(3) Letter of Request to the Head of HaUI 256

(4) Response Letter of the Head of HaUI 257

(5) Photograph of HaUI, the Study Site 258

B Documentations (1) Photograph of Hanoi University of Industry (HaUI) 259

(2) Photograph for Validation of Questionnaires in Batangas State University 260

(3) Administration of Questionnaires in Hanoi University of Industry (HaUI) 261

(4) Photograph for Approval to Conduct Study 262

CURRICULUM VITAE

LIST OF TABLES

1 Distribution of Respondents of Hanoi

University of Industry (HaUI) 95

2 Age Profile of Teacher Respondents 103

3 Gender Composition of Teacher Respondents 104

4 Place of Origin Profile of Teacher Respondents 106

5 Educational Classification Profile of Teacher Respondents 108

6 Years of Teaching Experience Profile of Teacher Respondents 109

7.1 Motivational Techniques Employed in Teaching the Basic English Course 113

7.2 Motivational Techniques Employed in Teaching the Basic English Course 114

7.3 Motivational Techniques Employed in Teaching the Basic English Course 115

8.1 Teachers’ Motivational Techniques and Frequency of Use According to Macro Strategies 120

8.2 Teachers’ Motivational Techniques and

Frequency of Use According to Macro Strategies 121 8.3 Teachers’ Motivational Techniques and

Frequency of Use According to Macro Strategies 122 9.1 Teachers’ Motivational Techniques and

Degree of Importance in Two Macro Strategies 128

9.2 Teachers’ Motivational Techniques and

Degree of Importance in Four Macro Strategies 129

9.3 Teachers’ Motivational Techniques and

Degree of Importance in Four Macro Strategies 130

10 Performance of Student Respondents in a

Teacher-Made Test on Basic English 135

11 Comparison of the Mean % Scores for

Each Pair of Test Groups 136 12.1 T-test Comparison of the Mean Scores for

Frequency of use vis-à-vis the Mean Scores in the

Four areas of the Basic English Test 140

12.2 T-test Comparison of the Mean Scores for

Frequency of Use vis-à-vis the Mean Scores in the

Four Areas of the Basic English Test 141

13 Motivational Techniques, Macro-Strategy

Grouping, and Cronbach Alpha Values 146

LIST OF FIGURES

1 Research Paradigm on the Relationship of Teachers’

Motivational Techniques and Students’ Academic

Performance in English Basic Course 89

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

(HongVan,httpPrime-EducationConsultancy12/29/13)

Further, In Vietnam, Decision No 1400/QDTTg approving the 10-year National Plan for “Teaching and Learning Foreign Language in the National Formal Educational System in the Period of 2008-2020” was 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 a improvement from the previous year in comparison with Thailand which got

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 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

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 Dependent on motivation routine are the wide variety of learning experiences for the student and the structure of class period 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 mani fest concern for their students, they also consider humor and high expectations

as other characteristics their teachers should possess Humor can stimulate, illustrate, motivate and lose tension that is 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 unsystema tic bag-of-tricks approaches or on some theories Students in the classroom want to see 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,

such as 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 teacher’s 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 Inter action between the teacher and the students are also important in any learning experiences Teaching is considered interaction that facilitates learning Teachers’ cannot interact with their students sometimes because they do not 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 It is also very important for the teacher to have an impact on

students’ lives

In teaching, there are many techniques that are found to be motivational like cooperative learning Teacher’s 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 par ticipate 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 the 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

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

In relation 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 large 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 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, the researcher is interested to investigate 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

Specifically, it sought 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 Educational qualification; and

1.5 Years of teaching experience?

2 What are the motivational techniques employed in teaching the Basic English course?

3 What are the levels of test performance of students in Basic English with reference to the four language skills?

4 How do the performance of students in the four language skills compare? Are there significant relationships?

5 What training module may be proposed to enhance student’s

performance?

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, and place of origin Included also in the profile were the teacher’s educational qualification and years of teaching experience The academic performance of the 200 first year students in Academic Year 2013-2014 and the 125 teachers currently employed at Hanoi University were covered in this study The significant

relationships between the teacher’s motivational techniques and students’ performance in English are also included 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 limited only on the data which were gathered from the respondents in the Academic Year 2013-2014 in Hanoi University

Significance of the Study

This study is believed to have profound significance to the Administrators, University Officials, Faculty of Foreign Language, other Faculty and Students of Hanoi University as well as 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

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 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 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 referred to

as 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:httpwww.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

Relative 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 not 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 c annot 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 learners must either communicate in English or not so that they are in conflict in relation to their use of English and their native English Learning

the English language occurred in the context of social climate A major impac t 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 creati ng 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 Assessments of prior knowledge of all ESL students as well as whether they process or not the concepts and skills they learned were covered under cognitive load 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 determines 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, building 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’ performance in some English learning activities is what is requested by language load Activities involving English language, making adaptations and offering support are some of the activities involving English learners Teachers must carefully consider the learners’ learning load Language bath is one of the strategies under this barrier where the teacher does the initial discussion of the new topic while the 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 in English lear ners 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 enlightenin g 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