the perceptions of teachers and their young learners on motivational strategies in english classrooms a case study at chu van an primary school

HO CHI MINH CITY OPEN UNIVERSITY THE PERCEPTIONS OF TEACHERS AND THEIR YOUNG LEARNERS ON MOTIVATIONAL STRATEGIES IN ENGLISH CLASSROOMS: A CASE STUDY AT CHU VAN AN PRIMARY SCHOOL A thes

HO CHI MINH CITY OPEN UNIVERSITY

THE PERCEPTIONS OF TEACHERS AND THEIR YOUNG LEARNERS ON MOTIVATIONAL

STRATEGIES IN ENGLISH CLASSROOMS: A CASE STUDY AT CHU VAN AN PRIMARY SCHOOL

A thesis submitted in partial fulfillment of the requirements

for the degree of Master of Arts in TESOL

Submitted by: DINH THI CAM LOAN Supervisor: Dr LE HOANG DUNG

HO CHI MINH City, October 2017

HO CHI MINH CITY OPEN UNIVERSITY

A THESIS SUBMITTED IN PARTIAL FULFILMENT

OF THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS (TESOL)

Supervised by

LE HOANG DUNG, PHD

Ho Chi Minh City, 2017

STATEMENT OF AUTHORSHIP

I declare this thesis entitled “THE PERCEPTIONS OF TEACHERS AND THEIR YOUNG LEARNERS ON MOTIVATIONAL STRATEGIES IN ENGLISH CLASSROOMS: A CASE STUDY AT CHU VAN AN PRIMARY SCHOOL” is the result of my own work except as cited in the reference

The thesis has not been accepted for any degree and it is not currently submitted in candidature of any other degree

Ho Chi Minh City, 2017

Dinh Thi Cam Loan

ACKNOWLEDGEMENT

First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Le Hoang Dung I am very grateful for his help, suggestions and advise on various drafts of this thesis Without his patience and valuable help, I would not have finished this thesis on schedule

I would like to express my thanks to the principal, all teachers and learners at Chu Van An primary school who participated in my study They facilitated my data collection, so I could successfully collect the data

I would also like to express my thanks to my husband for his great support and help Without his encouragement and love, I could not have been able to finish this thesis

ABSTRACT

The vital role of motivation in teaching and learning English is emphasized and has been the subject of many studies for years Several studies have been conducted to find out the most effective motivational strategies in different contexts from primary schools to universities in many countries However, in Vietnam, the studies on students’ motivation and teachers’ motivational strategies mainly focus

on the students in high schools or universities, which lacks the concentration on young learners, who are from seven to twelve years old, at primary schools

Case study is used to explore both teachers’ perceptions and their young learners’ perceptions on motivational strategies in English classrooms at Chu Van

An primary school 212 young learners and their two teachers of English participated in the questionnaires to learners and interview to teachers

The study found that the young learners were extrinsically motivated by praise, rewards, grades and celebration of their success and accomplishment While difficult tasks were considered to be obstacles to learners, the learners did not think that For teacher behaviors towards learners, teacher care was the most favorite thing to learners while comparison between learners and their classmates and being put in the spotlight unexpectedly were two unfavorable practices from learners’ perceptions Additionally, the teachers employed a variety of strategies relating to learners’ active participation, attention and self-confidence as well as interaction in learning, pleasant and supportive classroom atmosphere and teacher behaviors in order to motivate their young learners However, moving when doing tasks, visual aids, practice of English in real life situations, encouragement to the learners to take risks and be not afraid of making mistakes did not get much attention of the teachers Some suggestions which were based on the findings of this study were made for the teachers to motivate their learners better

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP i

ACKNOWLEDGEMENT ii

ABSTRACT iii

TABLE OF CONTENTS iii

LIST OF TABLES vii

CHAPTER 1: INTRODUCTION 1

1.1 Background of the study 1

1.2 The context of the study 4

1.3 The aims of the study 5

1.4 Significance of the study 6

1.5 The outline of the thesis 6

CHAPTER 2 LITERATURE REVIEW 7

2.1 Definitions of terms 7

2.1.1 Definition of motivation 7

2.1.2 Definition of motivational strategies 9

2.2 Motivation in language learning 10

2.3 Sources of motivation of young language learners at primary schools 11

2.4 Motivational strategies in teaching English to young learners at primary schools 14

2.4.1 Stimulating young learners’ active participation 14

2.4.2 Maintaining young learners’ attention 16

2.4.3 Building learners’ self-confidence 18

2.4.4 Integrating interaction into teaching young learners 20

2.4.5 Creating pleasant and supportive classroom atmosphere 21

2.4.6 Displaying appropriate teacher behaviors 23

CHAPTER 3 METHODOLOGY 28

3.1 Research design 28

3.2 Sampling 29

3.2.1 Setting of the study 29

3.2.2 Participants 29

3.2.2.1 Young learner respondents 29

3.2.2.2 Teacher respondents 30

3.3 Research tools 30

3.3.1 Questionnaire to learners 30

3.3.2 Interview to teachers 30

3.4 Data collection procedure 31

3.4.1 Procedure for collecting questionnaires to learner respondents 31

3.4.2 Procedure for interviewing teacher respondents 31

3.5 Data analysis 32

CHAPTER 4 RESULTS AND DISCUSSION 34

4.1 Data analysis 34

4.1.1 Results of questionnaire to learners 34

4.1.1.1 Learners’ perceptions on strategies to stimulate their active participation 34

4.1.1.2 Learners’ perceptions on teachers’ practices to maintain learners’ attention 36

4.1.1.3 Learners’ perceptions on their teachers’ strategies to build learners’ self-confidence 37

4.1.1.4 Learners’ perceptions on their teachers’ strategies to integrate interaction into learning English 39

4.1.1.5 Learners’ perceptions on their teachers’ strategies to create pleasant and supportive classroom atmosphere 40

4.1.1.6 Learners’ perceptions on their teachers’ behaviors 41

4.1.2 Results of interviews to teachers 44

4.1.2.1 Young learners’ motivation at Chu Van An primary school from their teachers’

perceptions 44

4.1.2.2 Teachers’ strategies to stimulate their learners’ active participation in classroom 45

4.1.2.3 Teachers’ strategies to maintain their learners’ attention 47

4.1.2.4 Teachers’ strategies to build their learners’ self-confidence 48

4.1.2.5 Teachers’ strategies to integrate interaction into their teaching 49

4.1.2.6 Teachers’ strategies to create pleasant and supportive classroom atmosphere 50

4.1.2.7 Teachers’ strategies to show their appropriate behaviors towards their learners 51

4.1.2.8 Other teachers’ suggested strategies 53

4.1.2.9 Summary of results of interview for teacher respondents 54

4.2 Discussion of results 56

4.3 Summary of major findings 62

CHAPTER 5 CONCLUSION AND SUGGESTIONS 65

5.1 Conclusion 65

5.2 Suggestions 67

5.3 Limitation and recommendations 70

5.4 Chapter summary 70

REFERENCES 72

APPENDIX A 79

APPENDIX B 83

APPENDIX C 85

LIST OF TABLES

Pages

Table 2.1 The conceptual framework of this study 26

Table 3.1 Distribution of learner respondents by gender and class 29

Table 4.1 Strategies to stimulate learners’ activeness 35

Table 4.2 Strategies to maintain learners’ attention 36

Table 4.3 Strategies to build learners’ self-confidence 38

Table 4.4 Strategies to integrate interaction into teaching 39

Table 4.5 Strategies to create pleasant and supportive classroom atmosphere 40

Table 4.6 Strategies to display appropriate teacher behaviors 42

Table 4.7 Summary of learners’ perceptions on their teachers’ motivational strategies 43

Table 4.8 Results of interview for teacher respondents 56

CHAPTER 1: INTRODUCTION

This chapter presents the background of the study so that the research gap and the need of the study are drawn out Following that is the aims of the research, the research questions, and the significance of the study

1.1 Background of the study

Motivation, which is defined as the motives to initiate the learning process and then becomes a sustaining force to maintain learning to get the target, is one of the most crucial factors to the success of L2 learning (Astuti, 2013) The role of motivation has been the subject of research for years It is stated that motivation does have effects on students’ achievement and proficiency when learning a language (Orío, 2013) A study conducted by Bernard in 2010 to explore the relationship between motivation, classroom activities and student outcomes from elementary to intermediate level at Carnegie Mellon University found that motivation had positive effects on students’ learning outcome Other research also emphasized the importance of motivation on students’ achievement, so it is suggested that teachers need to apply strategies to enhance students’ motivation

How to motivate students in the language classroom is “the most pressing question related to motivation” (Dornyei, 2001s, p.52) Several studies have been carried out in different contexts to find out strategies which teachers can employ to increase student motivation (Ozturk and Ok, 2014; Ruesch, 2009, Alshehri 2013, Wong 2014, Ruesch et al 2012) However, almost all of them used the questionnaires to examine the perspectives and compare between students’ and teachers’ perspectives to make a conclusion of the effectiveness of motivational strategies, which is assumed to lack empirical evidence In short, the importance of motivation in learning a language is recognized but it is a shortage when studies of this subject just base on the perceptions of students and teachers to withdraw the conclusion of positive impacts of motivational strategies It needs to an empirical

research to convincingly conclude the positive effects of teachers’ motivational strategies on student motivation

Students in different age groups have different perceptions on motivational strategies Astuti did a study in 2013 and found out two groups of motivational strategies which were preferred by high school students Teacher rapport with students, which includes encouragement for students, building of trust and respect with students, is the first practice to motivate students to learn The second one is teachers’ planning decision, which consists of the kinds of classroom activities, the way of giving feedback, the management of the classroom and the choice of learning resources According to high school students in Astuti’s (2013) study, they are motivated when having rapport with their teachers as well as the way their teachers make plans for the lessons and classroom activities On the other hand, another study in secondary school context reveals different perceptions of students

on their teachers’ motivational strategies Grade nine students in Cho and Teo’s (2013) study like innovative strategies, in which the pleasant and relaxed atmosphere in class is the very first preferred strategy Using dictionary, speaking students’ mother tongue, teachers’ recognition of students’ efforts and compliments

of students’ success, playing games, using other kinds of resources and other materials are the favorable strategies for ninth grade students The study of Juriševič and Pižorn in 2013 carried out at a primary school showed a number of differences in the perceptions of young language learners on their teachers’ motivational strategies For young learners at the primary school, the most motivating thing to do in their language class is doing activities involving playing while they dislike reading or writing most It can be concluded that students who are in different age group have different preference for strategies which can motivate them to learn Particularly, young language learners, who are from seven

to eleven years old, have more special characteristics than the older, such as they are more curious, more active in speaking the target language even though they do not understand thorough the meanings or they are really disciplined and obedient,

etc These features of young learners are interesting to study the factors that can motivate them Additionally, it is suggested that further research should investigate the preference of motivational strategies of young students to see the differences from other studies (Cho and Teo, 2013) It is necessary to conduct studies on perceptions of young language learners on their teachers’ motivational strategies

In the context of Vietnam, several studies on students’ motivation and strategies to motivate students to learn English have been conducted (Tran, 2007; Doan, 2011; Phan, 2010; Luu, 2011; Nguyen, 2015) However, those studies mainly focus on the participants at the context of universities, who are mature enough to consider the importance of English in their learning process and their future Nguyen (2015) concludes that university students are mainly extrinsically motivated because they study English for the purposes of future career and international communication Young learners at primary school who are at the beginning stage of learning English do not have the purposes of future career or international communication as their motivation to learn English Moreover, the ways young learners learn are different from older ones because of their characteristics (Harmer, 2007) A study to examine the perceptions of young learners at primary schools in the context of Vietnam is a need

In general, the importance of motivation in language teaching and learning English is emphasized Young language learners have characteristics which differ from older students, so the young ones have different perceptions on strategies which can motivate them to learn English In the context of Vietnam, the studies focusing on the participants of young learners are not as many as ones on older students It is hard for teachers of English at primary schools to apply findings of research to teach their young learners because of the lack of studies on learners’ motivation at primary school It raises a need to carry out a study on motivational strategies for young language learners at primary schools in Vietnam

1.2 The context of the study

Just as many Asian countries, English is a compulsory subject from grade six

to grade twelve in Vietnam for years In 2010, the Ministry of Education and Training of Viet Nam (MOET) issued a policy called the National Foreign Language 2020 Project (NFL 2020), which states that English is a subject at primary schools from grade three at 94 primary schools in 20 cities and provinces in Vietnam This project requires primary school teachers of English to teach English

no more than 18 periods per week and five more periods for professional training NFL 2020 enhances the widespread of English to young learners at primary level

However, English language teachers at primary schools have to face some challenges when teaching young learners Firstly, in Vietnam the universities which train education mainly concentrate on training teachers to teach students who are from secondary school to universities The major of pedagogy for pre-service teachers to teach English for young learners is not particularly popular Teachers of English who are teaching at primary schools are usually transferred from secondary schools Although extra professional training for primary school teachers of English

is provided, it is not sufficient This results in the lack of teachers’ understanding of learners’ characteristics and psychology, so it is hard to find the best methods to motivate primary school learners to learn English Secondly, except in big cities, primary schools in other provinces in Vietnam seem to lack supportive educational technology or aids However, there is a need of technology and other aids in teaching young primary school learners because they have different learning style from older students They tend to learn from playing, seeing, touching, interacting rather than memorizing rules (Harmer, 2007) It is necessary for primary language teachers to use visual aids to foster students’ learning, but primary schools in many provinces do not have those aids Generally, lack of training for teachers of English

to teach young learners at primary schools and lack of supportive aids are some obstacles for teaching language at primary schools

In short, in the field of motivation research, although many studies have been conducted on young learners’ motivation at primary schools, those studies are in foreign countries In the context of Vietnam, the studies on students’ motivation are mainly at the context of universities, which lacks the focus on young learners’ motivation at primary schools Moreover, most of the teachers of English at primary schools are trained to teach students from secondary schools because of the lack of training for pre-service teachers to teach English for learners at primary schools Although, the teachers have some extra training courses of teaching young learners, they are not sufficient This leads to the result of teachers’ shortage of understanding of the characteristics of young learners, so it is hard for teachers to motivate their learners at primary schools Conducting this study to find out the motivational strategies that young learners at primary school prefer and make them motivated is in need It is hoped that the findings of this study will contribute a part

to help language teachers understand more the characteristics of their primary young learners and the ways learners prefer to motivate them in their English classes

1.3 The aims of the study

The study mainly aims at the perception of primary school learners on motivational strategies to find out which strategies learners prefer and dislike, so that their teachers can use those findings to assist their teaching In order to get that prime aim, the study also investigates the uses of teachers’ motivational strategies and their thinking of their learners’ motivation These purposes of study can fill in the gap in the field of motivation research in Vietnam Consequently, the teachers of English at primary schools can create strategies which are based on young learners’ characteristics to motivate them There are two research questions as following:

1 What are young learners’ perceptions on their teachers’ motivational strategies in English classrooms at Chu Van An primary school?

2 What are teachers’ perceptions on their learners’ motivation and their practices to motivate their young learners in English classrooms at Chu Van An primary school?

1.4 Significance of the study

At Chu Van An primary school, despite the fact that the teachers of English are trying their best efforts to employ several strategies to help their learners learn English effectively, the teachers have some difficulties in their teaching This study

is carried out at this primary school in order to find out the practices that young learners prefer, so the teachers can understand their learners’ thinking in order to apply the suitable strategies to motivate their learners

1.5 Organization of the thesis

This thesis will be presented in five chapters The first chapter provides the overview of the study by showing the background, the context of the study, the aims, the research questions and significance of the study The second chapter is the literature review, in which the theories of motivation and motivational strategies in language teaching and learning are presented Additionally, the conceptual framework of this study is built up on the foundation of young learners’ characteristics Chapter three describes the research methodology including the research design, the sampling, research tools, procedures of data collection and data analysis of this study Chapter four presents the analysis of data and the discussion

of the results to get the findings of this study Chapter five consists of the conclusion, suggestions, limitation and also some recommendations for further research

CHAPTER 2 LITERATURE REVIEW

This chapter presents the review of literature, beginning with the definitions

of terms and then the role of motivation in language teaching and learning, sources

of motivation of young language learners at primary schools The conceptual framework of this study is followed after the review of a variety of motivational strategies in teaching English to young learners

2.1 Definitions of terms

2.1.1 Definition of motivation

Motivation is one of the factors which leads to the success of someone,

“without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals” (Dornyei and Csizer, 1998, p.203) It is emphasized that motivation has such an important role in every area of life, so it becomes the item which has been studied for ages The definition of motivation is varied depending on the view of the field of research

From the perspectives of psychological view, Harmer (2001, p.51) views motivation as “some kind of internal drive which pushes someone to do things in order to achieve something” It implies that motivation is something inside human beings which creates a push to promote an activity to attain a goal From another view, Lowen and Reinder (2011) defines motivation is the combination of desire and incentive to carry out a specific activity (as cited in Al-Ghamdi, 2014) This definition also states that motivation comes from the inside of a person, which is in form of desire and incentive Moreover, Dörnyei (2001, p.8) states that motivation

is “why people decide to do something, how long they are willing to sustain the activity and how hard they are going to pursue it.” This definition views motivation

in a longer process which is not generally the internal drive, the wish and the encouragement to start an activity but also the effort of someone to pursue the

activity It can be argued that motivation is considered to get started from the inner side of someone, but the role of outside factors is somehow neglected

Mentioning the effects of outside elements to someone’s motivation, Ushioda (2006, p.154) views motivation “is not located solely within the individual but it socially distributed” (as cited in Ruesch, 2009) The source of motivation of a person is from himself and from the outside elements Two sources of motivation, which are intrinsic motivation and extrinsic motivation, were proposed in the study

of Ryan and Deci in 2000 It can be concluded that motivation is not only from the inner desire but also affected by outside factors which creates a push for someone to start an activity, to have encouragement and to put efforts in his action to achieve his goal

Those definitions of motivation only consider motivations as something appears at the beginning of the process of action, so the questions raised here is that whether motivation exists in the long run, along with the process of carrying out the activity or not In a different field, teaching and learning language, Dörnyei and Cheng (2007) defines motivation as “an impetus to generate learning initially and later as a sustaining force to the tedious process of acquiring a target language.” Motivation plays as a stimulus to initiate the action of learning and then it comes along with the process of learning as a longstanding element to ensure the continuation of the action This definition adds in more details for the understanding

of motivation Learning a language is a long run process, so motivation exists along with the process and becomes a sustaining encouragement for students to get the goal

No matter how important motivation plays in the field of research, the exact meaning of motivation is diverse Every researcher has his own understanding of motivation, but they share some common opinions about motivation Motivation is generally defined as something which stimulates someone to initiate an action, gives him a reason to pursue the goal with effort

2.1.2 Definition of motivational strategies

Because motivation is the very first thing to create a push for a person to start

an activity, its role is important in every aspect of human life In the field of language teaching and learning, how to motivate students in language classrooms is the most pressing question, so many researchers have proposed the understanding of motivational strategies

Dörnyei (2001, p.28) defines motivational strategies as the “techniques that promote the individual’s goal related behavior…Motivational strategies refer to those motivational influences that are consciously exerted to achieve some systematic and enduring positive effect.” This definition implies that motivational strategies are some particular ways that teachers can employ to get students to set the goal and have the right behaviors to reach that goal However, motivational strategies in this definition are generally described as motivational influences, which is not mentioned the sources of those influences

Whether the motivational influences are from students or from their teachers

or someone else is not written about in the above definition Ushioda (2006, p.154) states that motivation is not “located solely within the individual but is socially distributed, created within cultural systems of activities involving the mediation of others” (as cited in Ruesch, 2009) This means that motivation is not only from inside students but also from other outside elements The activities in class, the culture of the language students are learning, the teachers and so on play a part in contributing to students’ motivation It can be argued that motivational strategies should be related to various sources from students themselves and other people

Guilloteaux (2008, p.28) adds some more aspects for the definition of motivational strategies, which is motivational strategies refer to “instructional interventions applied by the teacher to elicit and stimulate students’ motivation and self-regulating strategies that are used purposefully by individual students to manage the level of their own motivation.” This suggests that motivational

strategies are from the teachers’ application of interventions to stimulate students’ motivation Motivation, however, is considered to be the motives that students already have inside their mind to get their purposes before learning a language and also the motives that students raise during learning that language It can be concluded that motivational strategies are not only interventions teachers implement

in the class to help students discover, strengthen and maintain their motivation to learn a language in classroom, but also the strategies that individual students self-employ to promote and manage their motivation

In brief, motivational strategies in learning, coming from two sources, the students themselves and the teachers, are techniques teachers implement to exploit students’ motivation, then develop and maintain it for students to get their goal Whatever sources they are, the function of motivational strategies are to elicit, stimulate and maintain students’ motivation to continue learning in order to get the goal they want

2.2 Motivation in language learning

As mentioned above, motivation is an issue that many researchers care and conduct studies on it, so the role of motivation in language learning is a matter that researchers cannot ignore Ellis (2008, p.677) claims that “no single individual different factor in language learning has received as much attention as motivation” (as cited in Zareian and Jodaei, 2015) Other factors contributing to the learning process are important, but motivation is still the prior element in learning languages

The elements leading to the success of learning a language are varied It is the combination of many factors, such as effort, time, desire, etc., in which motivation is considered a key factor If there is lack of motivation, the goal of success cannot be reached This is because motivation “provides the primary impetus to initiate L2 learning and later the driving force to sustain the long and often tedious learning process” (Dörnyei, 2005, p.65) Motivation is the very first

motive for a person to start his learning and then motivation plays as a longstanding encouragement for that person to persist with his learning

In addition, the achievement of a student when studying a language is the result of motivation Masgoret and Gardner (2003, p.170) say that motivation is

“responsible for achievement in the second language” (as cited in Orío, 2013) To succeed in learning, students must have motivation to learn first because this is the main motive to push them move forward to in the process of learning Motivation is accountable for the success of students Bernaus et al (2009) conducts a researchon the relation between teacher motivation, strategy use, student motivation and student achievement The study was done at Catalan Autonomous Community in Spain with the participation of 31 teachers and 694 students The participants completed questionnaires, one for teachers and one for students The study revealed that teachers’ motivation did have an effect on their strategies used in the classroom and teachers’ strategies really affected students’ motivation and their achievement

in learning second language Furthermore, Bernard (2010) does a study to find out the relationship between motivation, classroom activities and student outcomes There were 151 students from Elementary to Intermediate Level at Carnegie Mellon University participating in the research All participants did a survey which consisted of three parts, namely a classroom activity inventory, a motivation questionnaire and a demographic and outcomes page The study showed that students’ motivation can affect student outcomes and fun activities can enhance students’ interests Generally, the success of students when studying a language cannot be completed without students’ motivation In short, it is emphasized that the role of students’ motivation in language learning is vital to the success of students

2.3 Sources of motivation of young language learners at primary schools

Young learners’ motivation can come from several sources, like teachers, parents, peers, the environment or inside learners themselves According to the self-

determination theory which is built by Ryan and Deci (2000), there are mainly two sources of motivation, namely intrinsic motivation and extrinsic motivation

Intrinsic motivation is defined as the impetus to engage in a task because of

the inherent interest, enjoyment and meaningfulness that a person feels about that task (Silverstein, 2010) The source of motivation to do an activity here comes from the inside of human mind, so an activity is carried out when a person finds that activity interesting, enjoyable or satisfying For example, when a student starts to learn a new language, he thinks that the new one is different from his mother tongue, so he is curious about it, wants to explore it Mastering the new language brings him the feeling of satisfaction Another example is reading a book can make

a learner interested in the information in that book or the content of the book is exciting so that a learner always likes spending time exploring it Satisfaction, enjoyment, interest in doing an activity is the intrinsic push to motivate someone to start an action and put effort in it to get the goal

On the other hand, extrinsic motivation is the source which comes from the

outside of learners Learners who are extrinsically motivated learn English for the sake of rewards, grades, praises that are not inherently associated with the learning itself (Ng and Ng, 2015) It is implied that praise, rewards, grades and other outside factors are the motives to push learners to learn a language instead of learners’ inner interest, enjoyment or satisfaction For instance, when a learner studies English hard

to get high marks to be proud in front of his friends or to meet the requirement of his parents, he does not feel English interesting or enjoyable Moreover, rewards and punishments are two popular forms of extrinsic motivation A teacher, for example, wants his learners to learn vocabularies every day so he asks them to pay a sum of money as a form of punishment for not learning On the contrary, if the learners learn as he said, they will get a reward like candy, high mark, a drink and

so on This results in the learners making an effort to do that task because he wants

to avoid trouble or to get tangible or intangible rewards instead of his enjoyment in

learning The learners with extrinsic motivation are somehow forced to do the activity In short, extrinsically motivated learning is from the outside of learners to get rewards, praise, and grades or to avoid punishment

The definitions of intrinsic motivation and extrinsic motivation clearly explain the concept of sources of motivation The motivation which is from the interest and satisfaction of a person are intrinsic, and vice versa, other separable effects are extrinsic Both of them contribute to learners’ motivation to generate the action of learning However, intrinsic motivation is highly evaluated than extrinsic motivation Levesque et al (2010) states that individuals who have intrinsic motivation to do an activity often get higher positive outcomes than individuals with extrinsic motivation The motivation to learn a language of a learner which derives from his or her satisfaction, interest or enjoyment is fruitful because this kind of motivation initiates learning, sustains it and lasts longer in the learner’s mind On the contrary, extrinsically motivated learners get motivation from rewards

or punishments from their teachers or parents, which leads to the risk that someday those rewards or punishments no longer exist or are not meaningful to learners, so they can lose motivation and quit the process of learning It is implied that extrinsically motivated learners may stop learning when rewards, praise, grades and punishments end Korb (2014) also claims that “extrinsic motivation can be valuable for influencing short-term behavior However, extrinsic motivation rarely impacts long-term behavior unless the extrinsic rewards or punishment continues indefinitely” (p.3) Intrinsic motivation may be affected negatively by extrinsic motivation When students make an effort to complete the task because they are motivated extrinsically, their intrinsic motives become little while extrinsic ones get bigger, which eventually replace the intrinsic motives Generally, intrinsic motivation outweighs extrinsic motivation

To sum up, two types of motivation, namely extrinsic motivation from outside of learners and intrinsic motivation from inside of learners, exist parallel,

but intrinsic motivation is more important than extrinsic motivation because it goes along with the long-term process of learning and it also creates the interest, enjoyable, entertainment or fun for learners

2.4 Motivational strategies in teaching English to young learners at primary schools

Young learners are those whose ages are from seven to twelve (Djigunovic, 2012) At the primary school, young learners are from grade two to grade five Because different age groups of learners have different characteristics, the learning style of young learners is affected by their characteristics For example, adult learners can learn grammar by memorizing rules, while young learners do not have enough concentration and memory to learn and remember rules but they have to learn through rhythm, songs, pictures, for instance In order to draw out motivational strategies to motivate young learners, teachers need to understand who young learners are and how their characteristics are different from older learners The following parts firstly discuss the characteristics of young learners, then basing

on those characteristics, some hypothetical motivational strategies will be proposed

2.4.1 Stimulating young learners’ active participation

One characteristic of young learners is that they have a lot of energy so they are very active (Badriah, 2011) The young ones are always curious about everything around them, so it is understandable why they actively move around to explore everything Furthermore, young language learners are less shy than older ones (Demetriou, 2014), they can respond when they do not completely understand the questions Thanks to those characteristics, there are more advantages in learning

a language of young learners than older students Young learners are likely to use the language they are taught in the class even though there are mistakes while many secondary or high school students are shy to practice using English When learning

a new word or phrase, for example, young learners can eagerly repeat it many times

to remember it Cameron (2001) also states that young learners have a go at an

activity even when they don’t understand why and how They can respond to their teacher’s talk even if they do not thoroughly understand the meaning of the whole sentence, so the teachers are able to motivate learners to talk easily Young learners’ activeness is a factor that teachers can take advantage of to motivate learners to learn English in their class

Some strategies are suggested to stimulate young learners’ activeness in order to motivate them to actively participate in classroom activities As young language learners are full of energy and always active, playing is the very first practice to stimulate their active participation in class Joining in playful activities, the intrinsic motivation of learners is positively affected (Bacha, n.d) Playing does have an effect on learners’ intrinsic motivation, because learners feel relaxed, excited, and enjoyable when they learn English through playing Moreover, in Le’s study in 2013, it was found that students can review, remember words thanks to playing It implies that young learners can learn English words easier when their teachers provide games relating to English words to play Playing includes games, puzzles, drawing, physical movement and so on The first strategy to stimulate learners’ active participation in class is playing

Additionally, Dörnyei (2001) proposes that students cannot work individually all the time, so embracing pair work, group work or whole class assignments are necessary to refresh students and also make students more collaborative with other classmates Pressley et al (2003) states that cooperation in learning enhances learners’ motivation and achievement It is suggested that the given tasks should be large enough so learners cannot complete them individually but have to work cooperatively Pair work, group work or whole class activities are necessary to motivate young learners While working in pairs and groups, it is advisable to have some competition between those pairs and groups Rehman and Haider (2013) said that teachers should develop competition between students because positive competition can enhance learners’ motivation Thanks to

competition, students will increase their hard work and learn knowledge from other classmates

In short, stimulating young learners’ active participation is the first practice

to motivate learners in English classroom Pair work, group work or whole class activities, competition between pairs, groups, playing during learning are some strategies to stimulate learners’ active participation

2.4.2 Maintaining young learners’ attention

Another characteristic of young language learners is curiosity Len et al (2016) states that young learners are always curious about the world around them so they always ask why The characteristic of curiosity is advantageous for learners’ learning because “curiosity prepares the brain for learning” (Stenger, 2014, p.1) When learners are curious about something, their brains are able to retain any information that learners do not expect For example, when solving a math problem,

if the learner is curious about finding a solution, he can recall many math formulas that he learnt long time ago and almost forgot it Curiosity is one characteristic of young learners which teachers can make use of when teaching English

Curiosity is good for learners in learning because young learners would explore, discover new things when they are curious about those things, but this will distract them when learning Brewster et al (2008) claimes that the attention span of young learners is short, so they easily get bored and lose interest in the activities (as cited in Badriah, 2011) It is suggested that for primary school learners, the time for

an activity should be about 10 to 15 minutes long, after this period of time, students will gradually be distracted and bored (Shin, 2006) When learners do not have attention on the activities, it is difficult for their teachers to motivate them The learners will focus on something else rather than the lesson while the teacher is trying their effort to teach them In short, being curious to explore new things and being enthusiastic of learning new things is a great advantage for young learners to

be motivated in class, but young learners do not have long attention span on one

activity for over 15 minutes It is proposed that one of teachers’ duties in order to motivate their learners is maintaining learners’ attention

How to maintain young learners’ attention to last long is an issue to take into account when building motivational strategies One method to maintain learners’ attention is varying the learning tasks As mentioned earlier, one activity is suggested to last about 15 minutes because young learners cannot have attention on one activity for over that period of time It is suggested that teachers should vary their classroom activities, so learners will not be bored and not be distracted by outside factors Badriah (2011) proves that children’s motivation, behavior and attention can be maintained by short time activities Too long or expanded activities will lose its function to make learners focus on learning However, when changing the activities, the new one should be in the same theme of the previous one Shin (2006) said that changing activities helps to “recycle the language and reinforce students’ understanding and use of it” (p.2), but these activities should be related to each other or in the same thematic unit, because if the activities are not connected, learners will lose their focus on the core lesson Moving from one activity to another one after a period of time to maintain learners’ attention is one method to maintain learners’ attention

Moreover, young learners are interested in talking about their lives (Harmer, 2007), this characteristic can be used to maintain learners’ attention The teachers could connect the topic of the lesson or the learning activity to learners’ daily lives

It can make learners feel familiar to the topic and have more information to talk about Additionally, making tasks not too challenging for students is also a way to maintain learners’ attention Because if the tasks are too challenging to students, the feelings of unattainable, unsuccessful and anxious will be raised (Kirk, n.d), so students do not have forces to push them to do the tasks Cameron (2001) claims that difficult tasks are the obstacles which make young learners lose their interest and motivation in learning It is implied that that the level of difficulty of tasks

should be slightly beyond students’ level, so learners may not feel bored at doing tasks and keep their attention Moreover, the content of tasks should include stories, humor, fantasy elements and learners’ interest, so the young ones could feel eager to learn more Another strategy to keep learners’ attention is giving learners choice Williams and Williams (n.d) suggested that learners should be allowed to decide the learning activities, assignments, etc By having chances to choose and determine the class activities, learners can have the feeling of ownership They can do the things that they want to explore and have the responsibility to do it On the other hand, instead of doing the routine that teachers often do whenever coming into classroom, teachers can do something unexpectedly to motivate learners Mart (2011) suggested that inviting guest lecturer or having students’ presentation can break the monotony of the classroom Learners would feel something more different and newer than usual, which creates the feeling of curiosity and exploration In general, relating the subject matter to learners’ everyday experience, varying the learning tasks, adjusting the difficulty of tasks to learners’ abilities, making the task content attractive, breaking the monotony of classroom routine and giving learners choices are six strategies to maintain learners’ attention

2.4.3 Building learners’ self-confidence

Another aspect that teachers can focus on to motivate young learners to learn English in their class is building learners’ self-confidence In the field of education, self-confidence is always highly appreciated Self-confidence can enhance learners’ motivation to start an activity and pursue it to get the goal in spite of many obstacles and difficulties (Benabou and Tirole, 2001) When learners feel confident about themselves, they will have motivation to carry out an activity and try their effort to pursue it and get the goals, so confidence is a significant factor to increase learners’ motivation On the contrary, without self-confidence, learners will have the feelings

of fear, failure, anxiety, humiliation towards teachers, classmates and classroom activities, so they will not be willing to join in learning activities in their class

(Tuncel, 2015) Knowing the vital role of learners’ self-confidence in learning, there are some strategies to build learners’ confidence

The very first thing which teachers could do is encouraging learners to believe in their abilities and strength “Success creates self-confidence which in turn makes students more inclined to engage in learning” (Williams and Williams, n.d, p.9) The presence of success in learning process is a push for learners to engage in learning Designing the classroom tasks which are achievable is another practice to build learners’ confidence On the other hand, the tasks which can help learners show their abilities publicly are also an idea to increase learners’ confidence

In addition, the extrinsic motivation of students is from outside factors, such

as rewards, grades or praise, so teachers would consider this to make strategies to motivate students extrinsically Henderlong and Lepper (2002) says that praising young learners can enhance their motivation and self-esteem However, Pressley et

al (2003, p.12) suggests that “extrinsic rewards should be used with care, with the teacher alert to the possibility of negative consequences of rewarding children who are already intrinsically motivated” This is because the intrinsically motivated learners who received rewards regularly can be distracted by rewards They eventually have the thinking of doing an activity for rewards instead of interest and pleasure on that activity at the beginning Besides praise, grades and rewards, celebrating learners’ success or accomplishment is a way to motivate learners extrinsically Praise, grades, rewards and celebration of learners’ success or accomplishment can result in the feeling of satisfaction for learners

In short, building learners’ self-confidence can enhance learners’ motivation

in their learning Some strategies are suggested to build learners’ self-confidence, which are encouraging learners to believe in their abilities and strength, designing tasks which learners can successfully complete, display learners’ skills publicly, offering praise, rewards and celebration of learners’ success and accomplishment

2.4.4 Integrating interaction into teaching young learners

It is emphasized that it is difficult for young learners to use language to talk about language (Cameron, 2001) This means that the abstract things will become more difficult and complex for young learners to understand While adult learners can learn something like grammar rules by writing some formulas and learn by heart those, the young ones cannot do that If the teachers try to teach them in that way, the result is that the learners get confused and lost interest in learning that topic Integrating interactions into teaching and learning is a method to help young learners learn effectively instead of using language to talk and teach about language

Bring concrete things relating to the lesson into the classrooms for learners to see and touch those is a way to teach young learners The young ones can easily learn new things when they can touch, hear, see or interact with the things they learn By bringing concrete things relating to lesson, learners have chances to touch, see and feel the real things This makes it easier for learners to attain the knowledge

La (2005) claims that learners at the primary school can draw some conclusions not from logical thinking but from visual premises or touch Seeing, touching and interacting with concrete things in learning English is vital in learning effectively

Furthermore, presenting information by multiple formats instead of conventional tools like chalk and blackboard is another strategy As mentioned above, young language learners cannot learn abstract things by using language to talk about language, so visual aids can solve this issue Yunus et al (2013) suggests that visual aids, which is a motivating tool to learners, can “make it easier for students to understand the abstract ideas” (p.115) Visual aids include pictures, flash cards, actual objects, maps, flannel board, chalkboard, slides, overhead projector, etc Shabiralyani (2015) confirms that visual aids can stimulate students’ thinking, also make the classroom environment more relaxing Visual aids can make information more interesting for learners to consume as well as creating relaxing environment, which further foster learners’ motivation

In addition, culture of English speaking countries is a factor which could be included in learning to create chance for learners to interact with the language and culture of people using that language Bringing other culture, especially the culture

of English speaking countries into classroom can foster young learners’ curiosity This is because they are not familiar with that culture, they will be curious and be willing to explore more Dailey (2009) also adds that familiarizing learners with L2 culture to help them have a positive outlook and awareness on other culture Moreover, learners need chance to practice English in real life situation to increase their intrinsic motivation When practicing English in real life situation, learners will know the effectiveness of English as a global communication language It is a push for them to make more effort to master English Offering opportunities for learners to practice English in real life situation is a way to help learners interact with the language they are learning

Overall, integrating interaction into teaching and learning English is necessary to teach young learners because they cannot learn by using language to talk about language Using visual aids, bringing concrete things relating to the lesson for learners to see and touch, including culture of English speaking countries and offering opportunities for learners to practice English in real life situation are four practices to motivate learners

2.4.5 Creating pleasant and supportive classroom atmosphere

Because learners spend a lot of time in their class, so classroom environment will play a part in their motivation Students will learn various necessary skills to get success in the global society as well as develop their understanding and knowledge of the world in the space of their classroom (Hannah, 2013) The importance of classroom environment is emphasized Creating classroom environment which gives learners the feeling of pleasantness and support from teachers is a factor to motivate learners There are some strategies suggested to

create pleasant and supportive classroom atmosphere to motivate learners to learn English

Firstly, it is said that young leaners are quite disciplined and obedient, teachers can manage the classroom easier, so it is advisable for teachers to create a threat-free classroom atmosphere (Demetriou, 2014) One strategy to reduce threat

in class is using humor Students prefer humor in the classroom because it first makes the atmosphere more relaxing, creates good teacher-student relationship, also helps students retain lessons better (Abraham et al., 2014) Thanks to humor, the classroom atmosphere is more relaxing, the relationship between learners and their teachers is improved and the ability to retain lesson is also better Using humor in English classroom is a strategy to motivate learners

Secondly, young learners prefer ability feedbacks from teacher (Burnett and

Mandel, 2010) When doing an activity or a task in class, learners have a need to know whether their progress is increased or not Giving learners feedback is vital to help learners improve their skills better next time However, the feedback needs to

be informative for learners to help them develop their skills next time For example, some kinds of uninformative feedbacks are good job, great, good, bravo These kinds of feedbacks are too general and do not present learners ability The feedbacks given to young learners should be informative and present learners’ ability

Thirdly, teachers should accept learners’ mistakes and explain to learners the fact that making mistakes is a part of learning process Shallenberger (2015) lists out some advantages of making mistakes Mistakes will show innovation because they take learners out of their normal way Moreover, mistakes can set on new ways

of thinking about an issue In learning, making mistake is a part of learning process Additionally, it is suggested giving encouragement for learners to be not afraid to make mistakes and ready to take risks in their learning Teachers could encourage learners to take risks because “if learners are risk-takers, they will have a good

starting point to develop themselves toward success of language learning” (Kusumaningputri, 2012) Making learners to understand, accept mistakes as a natural part of learning and be ready to take risks are supportive to learners’ learning process

In short, using humor in teaching, providing positive information feedbacks

on learners’ progress, explaining to learners the fact that making mistakes is a part

of learning process and encouraging learners to take risks are four motivational strategies to create pleasant and supportive classroom atmosphere

2.4.6 Displaying appropriate teacher behaviors

Harmer (2007) points out that young learners have a need for individual attention and approval from teachers The learners always want teachers to pay attention to them, to take care of their learning Alsheri confirms the crucial role of teachers in motivating students in his study in 2013 Both students and teachers in the research of Alsheri (2013) perceived teachers’ care and interest on students as the most effective factor to students’ motivation In order to motivate students, teachers should show their care, attention, interest and approval to learners Particularly, the young ones’ psychology is the feeling of happiness when teacher pays attention to them, talk to them The behaviors of teachers towards students are important to build motivation in language classroom

As young learners’ need of teachers’ attention and approval, teachers who want to motivate their learners could build motivational strategies basing on this characteristic In order to show learners the attention from teachers, there are four suggested strategies which are related to teachers’ behaviors towards learners Firstly, building rapport with learners is the top priority of behaviors towards learners Astuti (2013) finds that almost all students in his study ranked teacher’s good relationship with students as the first preference to motivate students Having friendly relationship with the teacher, students could feel relaxed in learning, feel free to ask for help and specifically enjoy learning with the teacher Secondly,

teacher care is another behavior to motivate learners Bieg et al (2011) defines teacher care as “teacher behavior derived from the need for relatedness which improve or maintain the quality of interpersonal relationships among teachers and students” (p.124) Care from teachers and academic motivation of students have correlation because teacher care has a big influence on learners’ motivation (Jasmi and Hin, 2014) A caring teacher is considered as the one who cares about their learners, respect them, listen and understand them (Chang, 2003) Showing care to learners is a way to motivate them Moreover, teachers should avoid two things when behaving towards learners Teachers should avoid social comparison and face-threatening acts As human beings do not want to lose face in public, when teachers make comparison between learners in their class, particularly between low-achieving and high-achieving learners, the lower ones can feel hurt Thus, these learners will have bad impression on their teacher Furthermore, face-threatening acts such as humiliating criticism or putting learners in the spotlights unexpectedly should also be avoided Both these two things will hurt learners’ self-esteem which may lead to demotivation in their learning In short, good rapport with learners, teacher care about learners and avoiding social comparison and face-threatening acts are behaviors teachers can have towards young learners to motivate their learning

In conclusion, young learners are curious, imaginative, interested in exploring things around them, willing to practice the target language Furthermore, they can be easily motivated in a relaxing, supportive atmosphere with playing, games, films, songs etc They also learn effectively with concrete things by touching, seeing and interacting These characteristics of young learners are useful

to take advantage in finding the strategies to motivate learners to learn English From the literature review, six hypothetical macro strategies which include 27 micro strategies in total are presented in table 2.1 below

Hypothetical motivational strategies

2 Designing competition between pairs and groups

3 Designing tasks which include body movement

4 Including playing during lesson learning Maintaining

learners’ attention

5 Relating the subject matter to learners’ everyday experience

6 Varying the learning tasks

7 Adjusting the difficulty of tasks to students’ abilities

8 Making the task content attractive by including stories, humor, fantasy elements or learners’ interest

9 Breaking the monotony of classroom routine

10 Giving learners choices Building learners’

14 Offering praise and rewards

15 Taking time to celebrate learners’ accomplishment Integrating

interaction into

teaching

16 Using visual aids in teaching

17 Bringing concrete things relating to learning lessons into classroom

18 Including culture of English speaking countries into learning lesson

19 Offering opportunities for learners to practice English

in real life situation Creating pleasant

and supportive

classroom

atmosphere

20 Using humor in teaching

21 Providing positive information feedback on learners’ progress

22 Explaining to learners the fact that making mistakes is

a part of learning process

23 Encouraging learners in taking risks Displaying

appropriate

teachers’ behaviors

24 Showing teacher care about learners

25 Building rapport with learners

26 Avoiding social comparison in classroom

27 Avoiding face-threatening acts such as humiliating criticism or putting learners in the spotlights

unexpectedly

Table 2.1 Hypothetical motivational strategies

To conclude, table 2.1 presents the conceptual framework of this study, which is the synthesis of various strategies that are assumed to be able to motivate young language learners based on learners’ characteristics Six macro strategies, which are maintaining learners’ attention, stimulating learners’ active participation, building learners’ self-confidence, integrating interaction into teaching, creating pleasant and supportive classroom atmosphere and displaying appropriate teacher behaviors are some hypothetical motivational strategies In each category, it hypothetically proposes 27 micro strategies to motivate young language learners

On the ground of this conceptual framework, the study explores young learners’ perceptions on their teachers’ motivational strategies and teachers’ perceptions of their learners’ motivation and practices to motivate their young learners in English classrooms This conceptual framework is the foundation to make the questions for the interview to teachers and questionnaire to learners as well as the framework for the data analysis The methodology of the study is presented in the next chapter

CHAPTER 3 METHODOLOGY

This chapter describes the research methodology applied to answer the research questions about young learners’ perceptions on their teachers’ motivational strategies at a primary school and teachers’ perceptions on their learners’ motivation and teachers’ practices to motivate their learners in their English classrooms The research design, sampling of the study, research tools are first discussed, and then procedure of data collection and data analysis are presented

3.1 Research design

The main purpose of this study is to explore young language learners’ perceptions on their teachers’ motivational strategies in their English classes Moreover, this study aims at getting deeper information at a specific context of Chu Van An primary school so that the teachers of English at this school can know and understand their learners to apply the most effective practices to motivate their learners This study employs the methodology of case study to get that aim since “a case study is an empirical inquiry that investigates a contemporary phenomenon in depth and within its real-life context” (Yin, 2009, p.18) To carry out this case study, two tools are employed, namely, questionnaire to young learners and interview to teachers The aim of questionnaire to learners is to explore young learners’ perceptions on their teachers’ motivational strategies in English classes Dörnyei (2001) states that “motivational strategies are ‘consciously’ exerted to achieve some systematic and enduring positive effect, yet this consciousness also cannot be measured by observation.” An alternative for observation is to allow participants to report their thoughts and experiences through written questionnaire (Allwright and Bailey, 1994, as cited in Sugita and Takeuchi, 2010) The purpose of interview to teacheres is to find out the strategies teachers use and their perceptions

on their young learners’ motivation In short, case study method is used to deeply investigate the issue of motivational stratgies at the context of Chu Van An primary

school The study collects the data from questionnaire to learners and interview to teachers, which are presented in detail in the next part

3.2 Sampling

3.2.1 Setting of the study

This study was carried out at Chu Van An primary school in Dong Nai province There were about 6 classes in each grade, which had 30 to 35 learners in each class Learners at this school started to learn English from grade three with two

or three periods a week Young learners did not study in their class where they learnt other subjects but they studied English in a room assigned only for English learning and teaching This was because the room was well-equipped with a CD player, a projector, a computer, English books and pictures with English words on

the walls The textbook in use was Family and Friends Special Edition

3.2.2.1 Young learner respondents

212 young language learners who were from nine to eleven years of age took part in the questionnaire of this study They were learners of 7 classes, in which four classes were in grade four and the others belonged to grade five Table 3.1 below summarizes the information of learner respondents by gender and class

212 learners Male Female 4A 4B 4C 4D 5A 5B 5F

Table 3.1 Distribution of learner respondents by gender and class

3.2.2.2 Teacher respondents

Due to the small number of English classes, the school had two teachers of English who both participated in this study Both teachers had been teaching at other secondary schools in the district for years before being transferred to this primary school Teacher A had 19 years of experience of teaching English, in which only one year was spent teaching young learners at the primary school On the contrary, teacher B had less experience than teacher A, but she had taught learners

at the primary school for over six years

3.3 Research tools

Two tools, namely questionnaire to learners and interview to teachers were used to explore the learners’ perceptions on their teachers’ motivational strategies and teachers’ perceptions on learners’ motivation and their practices to motivate their learners The details of research tools were discussed below

3.3.1 Questionnaire to learners

This study mainly aims at exploring the perceptions of young learners at Chu Van An primary school about motivational strategies that their English teachers often implement in English classrooms Questionnaire to young learners includes 27 motivational strategies which are listed in the conceptual framework of the study The questionnaire is in form of three-point Likert scale, which is symbolized by three faces, namely smiling face representing Like, silent face representing OK and sad face representing Do not like Furthermore, all items were translated into Vietnamese because the participants are young learners of English who are not proficient enough to interpret all English items The questionnaire to young learners

is presented in appendix A

3.3.2 Interview to teachers

Besides the core aim of this research, which is the perception of young learners on their teachers’ motivational strategies in English classroom, the study also explores the motivational strategies the teachers use in their English class and

their perception on their learners’ motivation The purpose of the interview to teachers is to serve the second aim which is getting teachers’ motivational practices and their perceptions on their learners’ motivation The interview includes 11 open questions which are related to the conceptual framework in the previous chapter as well as further questions to get deeper information about teachers’ implementation

of motivational practices All interview questions were translated into Vietnamese

so that both the researcher and the teacher can feel free and relaxed to use their mother tongue to talk during the interview The details of the interview questions are in the appendix B

3.4 Data collection procedure

3.4.1 Procedure for collecting questionnaires to learner respondents

Delivering the questionnaires to learners took place from March 13th to March 24th In order to deliver the questionnaires to learners, the researcher firstly contacted the teachers of English to ask for their permission and the timetables of each class of grade four and grade five After that, the teachers arranged about 15 to

20 minutes before the lessons of some classes chosen randomly by the researcher to deliver the questionnaires Before distributing questionnaires to learners, the purposes of the study were made clear to learners and promises to keep their name confidentially were made Learners read the instructions written in the questionnaire paper and then completed the questionnaire It took about 15 minutes for learners to complete 27 questionnaire items

3.4.2 Procedure for interviewing teacher respondents

After collecting all questionnaires to learners, the interviews for the teachers were carried out in two days, on March 27th and 29th Because the time for the interview was assumed to be in about forty five minutes, it was better to interview teachers when they did not have classes First the researcher contacted the teachers and asked for their free time and arranged the interview at teachers’ convenience Before the interview, the purposes of the study were explained to teachers and