Based on the data collected, Elicitation of self and or peer correction, Establishing relevance, Scaffolding, Personalization, Promoting cooperation andInconsistent group/pair work are considered the most frequently motivational strategies. Additionally, according to the teachers, Team competition, Establishing relevance, Elicitation of self or peer correction, Scaffolding, Effective praise and Personalization are the most effective techniques. On the other hands, from the students’ perception, Elicitation of self or peer correction, Establishing relevance, Effective praise, Inconsistent group/ pair work are the most effective strategies.
Trang 1SỬ DỤNG CÁC PHƯƠNG PHÁP TẠO ĐỘNG LỰC TRONG LỚP HỌC TIẾNG ANH XÃ HỘI DẠY KẾT HỢP 4 KĨ NĂNG NGHE, NÓI, ĐỌC, VIẾT
Lu Ngc Lan
Trường Đại học Ngoại ngữ - ĐHQG Hà Nội
trọng ñối với các lớp học ngoại ngữ cũng như thực tế
ñã cho thấy rằng cách tiếp cận mới trong giảng dạy
tếng Anh tại các trường FELTE, HULIS và VNU ñã tạo
thêm nhiều thách thức mới cho cả giảng viên và sinh
viên năm nhất Điều này chính là ñộng lực ñể tác giả
thực hiện nghiên cứu về vấn ñề này Bài viết này nhắm
phân tích những chiến lược tạo ñộng lực ñược sử dụng
nhiều nhất từ góc nhìn của cả giáo viên và sinh viên
năm thứ nhất chính quy trong các lớp tiếng Anh giao
tiếp ở Khoa Sư phạm tiếng Anh, Trường Đại học Ngoại
Ngữ, Đại học Quốc Gia Hà Nội
Để ñạt ñược mục ñích trên, chúng tôi ñã ñề nghị 09
giáo viên và 223 sinh viên của 09 lớp học hoàn thành
một bảng câu hỏi Bên cạnh ñó, chúng tôi còn tiến
hành quan sát lớp và phỏng vấn nhằm kiểm tra chéo
dữ liệu từ những khía cạnh khác nhau nên ñảm bảo ñộ
tin cậy và giá trị của kết quả nghiên cứu
Dựa trên dữ liệu thu thập ñược, kích thích khả năng
tự sửa lỗi, thiết lập sự liên quan, sự hỗ trợ mang tính
hướng dẫn của giáo viên, cá nhân hoá, thúc ñẩy việc
hợp tác, làm việc trong những nhóm/cặp khác nhau là
những chiến lược tạo ñộng lực ñược sử dụng nhiều
nhất Thêm vào ñó, theo ý kiến của giáo viên, cạnh
tranh theo nhóm, thiết lập sự liên quan, kích thích tự
sửa lỗi hoặc sửa lỗi theo cặp, sự hỗ trợ mang tính
hướng dẫn của giáo viên, sự tán dương hiệu quả và cá
nhân hóa là những kĩ thuật hiệu quả nhất Mặt khác, từ
quan ñiểm của sinh viên, kích thích sửa lỗi của cá nhân
và cặp, thiết lập sự liên quan, tán dương hiệu quả và
làm việc trong các nhóm/cặp khác nhau là những
phương pháp hiệu quả nhất
Abstract: Motivational strategies are important to
apply in foreign language classes as well as the fact that new approach of teaching English in Faculty of English Language Teaching Education (FELTE), University of language and international study (ULIS), Vietnam National University (VNU) has raised new challenge for both teachers and first-year students, have become a great drive for the researcher to conduct this research The study aims at investigating into the most frequently and most effective strategies used in social English class of first- year mainstream students in FELTE, ULIS, VNU, as perceived by both students and teachers
In order to achieve these aims, 9 teachers and 223 students from 9 classes were involved in completing the questionnaires Besides observations, interviews were employed to triangulate the data from various aspects and hence ensure the validity as well as reliability of the research
Based on the data collected, Elicitation of self and
or peer correction, Establishing relevance, Scaffolding, Personalization, Promoting cooperation andInconsistent group/pair work are considered the most frequently motivational strategies Additionally, according to the teachers, Team competition, Establishing relevance, Elicitation of self or peer correction, Scaffolding, Effective praise and Personalization are the most effective techniques On the other hands, from the students’ perception, Elicitation of self or peer correction, Establishing relevance, Effective praise, Inconsistent group/ pair work are the most effective strategies
THE USE OF MOTIVATIONAL STRATEGIES
IN SOCIAL INTEGRATED-SKILLED ENGLISH CLASS
1 Statement of research problem and
rationale for the study
According to Dörnyei (1998), researchers and
teachers from all other the world have agreed that
motivation is one of the determinants for the success of second language (L2) studying process Therefore, motivational strategies should be seen
as the key for successful L2 classes In the world,
Trang 2motivational strategies have been applied
successfully in many English as second language
(ESL) classes, which have brought about many
advantages For example, the study The Use of
Motivational Strategies in Language Instruction:
The Case of EFL Teaching in Taiwan (Dörnyei&
Cheng 2007) has shown advantages of using
motivational strategies in ESL classes:
“Promoting leaner autonomy, creating interesting
classes, and recognizing students’ effort and hard
work” However, motivational strategies have not
been widely applied in Vietnam, especially at high
school Grammar- Translation is still the most
popular method used in classes at high school in
Vietnam due to the pressure of the university
entrance exam containing no communicative skill
Therefore, students in high school study English
by learning by heart the rules and few
motivational strategies have been used in high
school context This fact leads to the passive and
ineffective way of learning of most students in L2
classes in Vietnam
In ULIS context, the students have chance to
approach totally different method of teaching,
which is Communicative Language Teaching
(CLT) This method requires them to be more
active, to be the class center Unfortunately, most
of the students, especially the first- year ones have
the habit of passive learning for too long period of
time and find it extremely hard to get
acquaintance to the new method In this situation,
the duties of the teachers are emphasized
Motivational strategies should be applied
successfully by the teachers to help students
change their learning method as soon as possible
to adapt with the curriculum
On the other hand, it is not an easy task for
teachers to apply successfully motivational
strategies because “often a complex and difficult
task that involves a multiplicity of psycho-
sociological and linguistic factors” (Dörnyei 1998,
2010a, cited in Bahous 2011) In addition,
“Motivation is, without question, the most
complex and challenging issue facing teachers
today” (Scheidecker& Freeman 1999, p.116, cited
in Dörnyei 2001, p.1)
Recently, there have been some research papers studying about the effects of motivational strategies during the teaching practicum, for example Nguyen (2011) and Tran (2012) However, because 2012-2013 schoolyear is the first time the course outline for first-year students has a big change While all the previous research papers focused on separated skill, the new program this year focuses on intergrated-skill lessons Therefore, none of those studies investigated into the use of motivational strategies
in social English class in which integrated skills are taught
The above facts have raised the need of the researcher to conduct a study investigating into the frequency and the effectiveness when using motivational strategies in social class of first-year mainstream students, from the perception of both
students and teachers The study is entitled: The
use of motivational strategies in social integrated-skilled English class
2 Development 2.1 Literature review
Framework of motivational strategies in this study
As a matter of fact, Dörnyei (2001) asserts that motivational strategies refer to “instructional interventions” that the teachers can use to motivate their students and “self-regulating strategies” that each student can apply purposefully to control the degree of their motivation
The frameworks discussed in the previous part concern much about “self-regulating strategies”, however, the motivational strategies discussed in this research belong to “instructional interventions applied by the teacher” Fortunately, there is a framework which can suit the situation of this research In the recent research outlined by Guilloteaux (2007), he points out that there are many researchers studied on this field with the lack of a “theory- based framework”, except for the situation of Dörnyei (2001)
Trang 3Dörnyei (2001)’s motivational teaching practice
In conclusion, as an exceptional theory-based
framework discussing instructional strategies used
by the teachers, Dörnyei (2001)’s framework of a
motivational teaching practice is the most suitable
one to serve as the theoretical background for the
designed questionnaires and classroom
observation instruments in this research
2.2 Methodology
2.2.1 Research design
The design of this research is a survey, which
possesses numerous benefits The combination of
interviews, questionnaires and observation was
employed during the process of data collection
because of the following reasons Firstly, the size
of the population in the study was not small so it
was difficult to choose the case study to be the
research design Besides, survey allows the
collection of data from a larger number of people
and it could help the researchers to save time and
energy Secondly, the first two instruments
enabled the researchers to collect students’
self-report on their own opinions of motivation
strategies Thirdly, the researcher wanted to
interview the teachers to get their report Last but
not least, to help enhance the validity and
reliability of the information, to make
methodological triangulation for the data, and to
avoid biased information of self-reports, the
researcher decided to use observation as the third instrument for the research design
2.2.2 Participants and settings
2.2.2.1 Participants
The process of data collection involved the participants of both first-year students and teachers from mainstream group, FELTE, ULIS, VNU 2.2.2.1.1 Teachers
The population of the research was 18 teachers who are teaching social English for first-year mainstream students at FELTE, HULIS, VNU in the second semester of 2012-2013 school year Due to the time limit of both the researchers and the teachers, only half of the population was asked
to join in the research Additionally, simple random sampling was employed A questionnaire was given to these 9 teachers to measure their self-report of motivational strategies After that, all of the teachers were interviewed to evaluate the frequency and effectiveness of the motivational strategies and express their own opinions about the effective and most frequently used strategies Additionally, they were also observed in class to figure out the motivational strategies they used in class 2.2.2.1.2 Students
A set of questionnaires was given to 223 students from 9 classes of the 9 selected teachers
Trang 4to measure their self-reported course-related
motivation Those students are the first-year ones,
who have experienced one semester in FELTE,
HULIS, VNU Some of them are studying English
Teaching major, some are studying interpreting
major and the rest are studying economic English
However, in first-year, they have the same
studying program with social English The level of
their English proficiency is around
Pre-intermediate since there are some students whose
level are above and some students whose level are
below this range Those students were observed in
class to evaluate their motivational state and
actual classroom behaviors Moreover, due to the
time limit of both the researchers and the first-
year students, in each class, the researcher chose
one student randomly to take part in the interview
session Therefore, 9 students out of the sample
were interviewed to provide deeper information
for the research
2.2.2.2 Research settings
The study was conducted at FELTE, HULIS,
VNU, with the first-year mainstream classes In
the previous years, students at FELTE, HULIS,
VNU used to learn separated skills, which were
listening, speaking, reading and writing ones
They used to study English for 6 semesters
However, starting from school year 2012-2013,
the students have intensive proficiency course for
only 4 semesters, expecting the same results with
the previous generations Moreover, they are
learning Social and Academic English or
Economic English, and in each lesson, 4 skills are
integrated These changes have brought many
challenges for both students and teachers
Students can find it difficult to reach with the
proficiency level of the skills required by the
program after each semester and teachers can find
it challenging to motivate their students to learn
more Therefore, the use of motivational strategies
by the teachers is unquestionably needed
2.2.3 Data collection instruments
2.2.3.1 Observation
The observation scheme of this study was adapted from two components in the motivation orientation of language teaching (MOLT) proposed by Guilloteaux and Dörnyei (2008) The MOLT classroom observation scheme combines two established schemes or frameworks: Dörnyei’s (2001) system of motivational teaching practice and Spada and Fröhlich’s (1995) class-room observation scheme, the communication orientation of language teaching (COLT) The content categories included in the MOLT concerned features of the learners’ motivated behavior and the teacher’s motivational teaching practice The learners’ motivated behavior involved the observer’s assessment of the learners’ level of motivated behavior in terms of the proportion of students who paid attention or actively participated during the class and who eagerly volunteered during the activities Table 1 presents the description of the three variables A three level- scale was used: very low= a few students, low= one third to two thirds of the students, and high= more than two thirds of the students
Table 1: Observational variables measuring learner’s motivated behavior
Attention Students appear to be paying:
They are not displaying any inattentive or disruptive behavior: they are looking at the teacher and following his or her movements, looking at visual stimuli, turning to watch another student who is contributing to the task, following the text being read or making appropriate nonverbal responses
Participation Students are actively taking part
in classroom interaction or working on assigned activity They are also volunteering without the teacher having to coax them in any way
Trang 5The aspects of the teacher’s motivated teaching
practice included in the MOLT were based on the
Dörnyei’s (2001) model of motivational teaching
practice Twenty five clearly definable and
observable motivational variables were select and
presented in Appendix 1
The observation coding scheme consisted of
two main parts: the class profile involving general
information about the teacher, date and the class
and a checklist of different motivational
strategies that are proposed by Guilloteaux and
Dörnyei (2008) The two items to check these
strategies are frequency of use and student’s
motivated behavior
The data collected from observations is used to
answer the all the three research questions
2.2.3.2 Questionnaires
The questionnaires were also adapted from
Dörnyei’s (2001) model of motivational teaching
practice with the twenty five items of motivational
strategies
There are two sets of questionnaires, one for
students and one for the teachers Both of the sets
of questionnaire began with a brief overview of
the research title, the purpose of carrying out the
questionnaire survey and a desire for cooperation
from respondents Confidentiality of shared
information was also emphasized
2.2.3.3 Interviews
Semi-structured interview was utilized to yield
the wanted data since it is widely known that semi-constructed interviews offer interviewers plenty of flexibility while providing interviewees with adequate power and control over the course
of the interview (Mackey &Gass, 2005, p.173) Two different sets of guided questions to elicit answers and further explanations from interviewees were carefully prepared in advance The questions for teachers and students were mainly based on the research questions with reference to specific aspects of the use of motivational strategies in social English classes
2.3 Finding and discussion
2.3.1 Research question 1: What motivational strategies are most frequently used by teachers at FELTE, HULIS, VNU in social English lessons
of first-year mainstream students from the perception of both the students and the teachers?
In order to collect the data for this first question, respondents including both the teachers and the first-year students were required to mark the level
of frequency of each motivational strategy in the range from 1 to 5 in which the numbers
respectively mean never, seldom, sometimes, often and always
The bar chart below shows the result of the first-year students’ questionnaires and the teachers’questionnaires with the mean score indicating the frequency of motivational strategies used in social English class:
Figure 5: Frequency of using motivational strategies, perceived by first-year students and teachers
3.28 4.26 3.91 3.613.97 3.183.48 4.17 3.89 3.61 3.043.31 3.63.97 3.513.86 3.61 3.78 3.153.37
3.64
3 3.73 4.094.45 3.363.64 2.45 3.36
4.45 3.55 3.64
3 09 3.644.18 3.554.18 4 3.82 3.36 4.36 2.453.18
Neutral feedback Promoting cooperation
Sigposting 1 Elicitation of self or peer correction
Individual competition Element of interests, creativity , …
Scaffolding Class applause Signposting 2
mean score
From the perception of the teachers
From the perception of the students
Trang 6It can be clearly seen in the chart that the most
frequently used motivational strategies evaluated
by the teachers were Elicitation of self and or peer
correction (4.45), Establishing relevance (4.45),
Scaffolding (4.18), Personalization (4.18),
Promoting cooperation (4.09), Arousing curiosity
and attention (4), Stating the communicative
purpose of utility of the activity (3.82),
Inconsistent group/pair work (3.73), Team
competition (3.73) On the other hand, the choices
of the students were quite different, according to
them, most frequently used strategies were
Inconsistent group/pair work (4.26), Elicitation of
self or peer correction (4.17), Establishing
relevance (4.01), Personalization (3.97),
Promoting cooperation (3.91), Signposting 1
(3.91), Process feedback (3.89), Scaffolding (3.86),
Class applause (3.78), Stating the communicative
purpose of utility of the activity (3.76)
The dissimilarity was that the teachers chose
Arousing curiosity and attention and Team
competition as the most frequently used
motivational strategies but the students did not At
this point, from the observation of 9 sessions in
English social class, the researcher agrees with the
students These two strategies were rarely applied
by the teachers Particularly, Arousing curiosity
and attention strategy was applied in only one
class (in Video 1) when the T1 asked the students
to look at the book and guess the situation About
Team competition, it was applied in one class (in
Video 4) when T4 divided the class into 5 groups
and designed an activity Each group could gain
stars when they had correct answer for the activity
Groups gained largest number of stars would be
the winner It seems that Team competition is fun
but it takes a lot of time to design that kind of
activity in class
Another difference was that the students said
Signposting 1, Process feedback and Class
applause were three of the most frequently used
motivational strategies but the teachers did not
From the observation, Signposting 1 was applied
only in one lesson of T1 when she said that “The
focus function today is about news” In addition
Class applause and Process feedback were not
used in any class There were times that the students clapped, but it was not because the teachers asked them to do, they just clapped because they felt so excited with some activities Therefore, it could not be concluded that it was the strategy applied by teachers
As a result, it could not be concluded that
Arousing curiosity and attention, Team competition, Signposting 1, Process feedback and
Class applause are among the most frequently used motivational strategies in social English class
of first-year mainstream students
Between the two opinions, there were some similarities Both the two groups of participants
claimed that Elicitation of self and or peer
correction, Establishing relevance, Scaffolding, Personalization, Promoting cooperation, Inconsistent group/pair work and Statingthe
communicative purpose of utility of the activity
were the most frequently used motivational strategies From the observation sessions, the
researcher totally agrees that Elicitation of self
and or peer correction, Establishing relevance, Scaffolding Personalization, Promoting cooperation and Inconsistent group/pair work are
the most frequently used motivational strategies The reason is all the videos showed that
Establishing relevance, Promoting cooperation
and Personalization were used In addition, at
least over half of the videos showed that
Inconsistent group/pair work and Elicitation of
self and or peer correction were applied However,
Stating the communicative purpose of utility of the activity could not be found in any video
Therefore, it could not be concluded that Stating
the communicative purpose of utility of the activity
is among the most frequently used strategies
In conclusion, from the perception of the
first-year students and the teachers, Elicitation of self
and or peer correction, Establishing relevance, Scaffolding, Personalization, Promoting cooperation, Inconsistent group/pair workare the most frequently used motivational strategies in the social English class
Trang 72.3.2 Research question 2: What motivational
strategies are most effective for first-year
mainstream students at FELTE, HULIS, VNU in
social English lessons, from the perception of the
teachers?
With the aim of seeking comprehensive answer
for this question, the teachers were asked to give
marks ranging from 1 to 5 (i.e from totally in effective to extremely effective) to signify the effectiveness of the motivational strategies The following chart describes the teachers’ opinions of the effectiveness of motivational strategies
Figure 6: The effectiveness of using motivational strategies, perceived by teachers
As illustrated in the chart, Team competition
was the most effective strategy with the mean
score of 4.3, which indicated that this strategy was
effective or even extremely effective, according to
the teachers In addition, Establishing relevance
was the runner-up with the mean score of 4.27,
nearly equaled to the score of the first position
After that, there were Elicitation of self or peer
correction and Scaffolding with the mean score of
4.18 The fourth place belonged to Effective praise
and Personalization with the mean score of 4.09
More detailed analysis of the most effective strategies, evaluated by the teachers would be discussed in the following part
Team competition
The following chart illustrates the the
effectiveness of Team competition from the
perception of the teachers
Figure 7: The effectiveness of team competition, perceived by teachers Team competition had the highest mean point
among all the strategies, which meant this was the
most effective strategy in the perception of the
teacher The Mode was 5, which was also the
highest point, which showed that many of the
participants agreed that Team competition was an
extremely effective strategy Moreover, Mode
number is 0.82, which revealed that there was not
so much difference between the answers of the participants
Data obtained from observations agree with
this point Team competition was not used very
frequently in the social English class, but once used, this strategy could lead to really great atmosphere to the class and give the student much
0.82 0
10
Team competition
MEAN MODE
3.55
3 3.91 4.27 3.643.9 3.4 3.364.18 3.554.3 3.91 3.7
3 64 4.09 3.734.18 3.91 3.454.09 2.9 3.7
Neutral feedback Promoting cooperation
Signpostin g 1 Elicitation of self or … Individual competition
E lement of interests, …
Scaffolding Class applause Signpostin g 2
Mean score
From the perception of the teachers
Trang 8motivation For example, in Video 4, T4 taught
about “Film review” She designed a warm up
game for the whole class, let them guess the film
titles She divided the class into 5 groups and
asked 2 students go to the board each turn to pick
a card and merely use their gesture to explain the
title of the film for their friends If any group
could guess the right answer, they had one star
This activity was really a relevant and effective
warm up activity that could involve 100 percent of
students in the class The students were really active and excited They raised their hands, applauded and spoke out loud the answers, and they seemed to be very happy when they got a star for their team
Establishing relevance
The following chart illustrates the the
effectiveness of Etablishing relevance from the
perception of the teachers
Figure 8: Effectiveness of Establishing relevance, perceived by teachers Establishing relevance could be understood as
the strategy which the teachers used to connect
what had to be learned to the students’ everyday
lives This item had the second highest mean score,
which was 4.27 The Mode was 5, which meant
many of the teachers agreed that this strategy is
extremely effective The SD number was just 0.79,
even lower than Team competition, which
revealed that the difference among participants’
answer was even smaller than Team competition
In a nutshell, it could not be denied that
Establishing relevance is a simple motivational strategy to apply, which brought about many benefits to the students
Elicitation of self or peer correction
The below chart describes the the effectiveness
of Elicitation of self or peer correction from the
perception of the teachers
Figure 9: Effectiveness of Elicitation of self or peer correction, perceived by teachers
Ranking third in the most effective
motivational strategies list from the perception of
teachers was Elicitation of self or peer correction
The mean score was 4.18 and the mode score was
4 This meant this strategy was evaluated as
“effective” as perceived by the teachers The SD
number was the lowest from the list, which
revealed the difference among answers of the
participant was the smallest
From the observation, the researcher could see
the teachers did this strategy in class effectively
In Video 9, T9 let the pairs of students go on the
board and performed Role play After the
performance, she asked the audience to give the
comments for the pairs The audience joined
actively, they gave many contributing comments for the performers
From the interview sessions, the researcher found out why teachers used and said this strategy was effective For example, T1 said that this strategy could help the students improve critical thinking
According to T1, by applying Elicitation of self
or peer correction strategy, the students improved
a lot after a semester, in terms of their writing pieces and the quality of the comments for friends
Scaffolding
The below chart describes the the effectiveness
of Scaffolding from the perception of the teachers
0.75 0
5
El ic itation o f self o r p eer c orrec tio n
M EAN
M ODE
0.79 0
10
Establishing relevance
MEAN MODE
Trang 9Figure 10: Effectiveness of Scaffolding, perceived by teachers Scaffolding shared exactly the same scores
with Elicitation of self or peer correction, in
which mean score was 4.18, mode was 4 and SD
was 0.75 Therefore, Scaffolding also ranked third
and was considered as an “effective” strategy
Scaffolding seems to be an effective way for
low level student as the first-year students in this
study When the students are still passive and not
familiar with the new approach, modeling or
giving them assistance should be a need to
motivate them, or to help them understand the
lesson From the observation scheme, the
effectiveness of Scaffolding was shown clearly
When teaching Film review, T4, T5 and T6 gave
the students a sample of Film review After that,
they raised the questions, designed the activities
for the students to analyze the sample As a result,
after analyzing that sample, the students could
immediately structure a film review, based on the
structure of the sample
When being asked, the teachers explained
many reasons for the effectiveness of Scaffolding First, T2 believed that Scaffolding could help the
students participate more actively in class She said that when using model, she often called some students to go to the board and asked them to be the model Afterward, she picked up their strong points and showed to the class, which could make them special in their friends’ eyes When the class saw the friend can did that, they thought “Well, I can do better than that”, and next time they might raise their hands Additionally, T3 agreed that giving modal was really necessary, especially for mainstream first-year students who were very weak at their English Sharing the same opinions with T3, T5 explained that first-year students were not really familiar with the methods at university and they needed a lot of teacher’s help Therefore, providing models is a good way
Effective praise
The below chart describes the the effectiveness
of Effective praise from the perception of the teachers
Figure 11: Effectiveness of Effective praise, perceived by teachers
Praise is what everyone likes to have receive
from other people in life Likewise, students also
really need praise from their teachers Effective
praise in teaching refers to offering praise of
effort or achievement that is sincere, specific and
commensurate with students’ achievement
Effective praise ranked fourth in the effective
strategies list according to the teachers with the
mean score of 4.09, mode was 5 and SD number
was 0.83 This indicated that many participants
thought that this strategy was “very effective”;
however the difference among answers was quite
big, compared to other strategy
From the observation videos, the researcher
rarely saw the teachers use Effective praise They
did give comments for the students such as: good, very good, well done”, but these comments were not really “specific” The reason could lie on the opinion from T2 When being interviewed, she said that: “You should not give praises too often, you should limit the praises then students will feel really motivated to gain that kind of praise”
Therefore, when giving Effective praise, the
achievement of the students should be special, the students have to put much effort in one activity
0.83 0
10
Effective praise
MEAN MODE
0.75 0
5
Scaffolding
MEAN MODE
Trang 10which is deserved for the praise from the teachers
Furthermore, talking about the effectiveness of
Effective praise , T2 claimed that Effective praise
can lead to positive feeling, in which you feel that
you are very special As a result, the students
always want to feel that again and again and again,
and they will try more and more
Personalization
The below chart describes the the effectiveness
of Personalization from the perception of the teachers
Figure 12: Effectiveness of Personalization, perceived by teachers Personalization refers to creating opportunity
for students to express personal meanings
Personalization shared the same mean and mode
score with Effective Praise but with higher SD
score of 0.94 This indicated that many people
evaluated this strategy as “extremely effective”
but the difference among answers was big
Personalization seemed to be simple and
effective because many teachers used it in their
class From the observation, the researcher found
out that this strategy was so easy to apply, because
it could be just a simple question for example:
“Do you have any suggestion when giving good
new or bad news? (In video 1, applied by T1),
“What should you do in role playing?” (In video
3- applied by T3), “What do you like most about
that film?” (In video 4, applied by T4), “What
kind of film do you think is the best choice? (In
video 5, applied by T5), “In your opinions, what is
the important thing for your happiness? What is
the concept of happiness?” (In video 7, applied by
T7) and so on It was simple but also effective
After the teachers raised questions for the students
to express their personal meanings, the students
seemed to be eager to answer
In conclusion, from the perception of the
teachers, Team competitionEstablishing relevance, Elicitation of self or peer correction, Scaffolding,
Effective praise and Personalization are the most
effective motivational strategies
2.3.3 Research questions 3: What motivational strategies are most effective for first-year mainstream students at FELTE, HULIS, VNU in social English lessons, from the perception of the students?
With the aim of seeking comprehensive answer for this question, the first-year students were asked to give marks ranging from 1 to 5 (i.e from totally in effective to extremely effective) to signify the effectiveness of the motivational strategies
Figure 13 below illustrates effectiveness of motivational strategies for first-year mainstream students at FELTE, HULIS, VNU in social English lessons, from the perception of the students
0.94 0
10
Personalization
MEAN MODE