an investigation into the effects of project work activity on 10th graders’f motivation

With the aim to to carry out an investigation into the project work in textbook ―Tiếng Anh 10‖ to identify the effects of this activity on 10th grade students‘ motivation, I would like t

NGHE AN DEPARTMENT OF TRAINING AND EDUCATION DO LUONG 3 UPPER SECONDARY SCHOOL

TEACHING EXPERIENCES

Topic: AN INVESTIGATION INTO THE EFFECTS OF PROJECT WORK ACTIVITY ON 10TH GRADERS’ MOTIVATION

Teacher : Nguyễn Quốc Sơn

School year: 2020 - 2021

TABLE OF CONTENTS Page

2.1.2 The use of project work in the teaching of English as a foreign language 5 2.1.3 The implementation of Project Work in textbook English 10 8

4.2 Discussion of main findings 40

4.2.3 Effects of project work on students‘ motivation 41

APPENDICES

List of table

Table 3.1 Reliability coefficient in students‘ questionnaire 22 Table 3.2.Reliability coefficient in teachers‘ questionnaire 22

Table 4.5 Factors relating to teacher‘s facilitation 34

Table 4.8 Students‘ opinions on the effects of PW on their motivation 36 Table 4.9 Teachers‘ view on the effects of PW on their students‘ motivation 38

LIST OF ABBREVIATION

PBL: Project-based learning

PW: Project work

SLA: Second language acquisition

ESL/ EFL: English as a second language/ English as a foreign language

SPSS: Statistical Package for the Social Sciences

Chapter 1:

INTRODUCTION 1.1 Rationale

It is undeniable that English is important in order to be able to integrate and globalize all over the world English is the language that most people in different countries use to connect with others For that reason, learning English can be considered the key to successfully communicate globally

In the industrialization and integration era, there has been a need of changing in ways of teaching as well as the practical application in education Students nowadays are likely to immerse their lessons with practice and practical experience rather than theory and knowledge that they just learn in lessons They are interested in dealing with real subject matter by working on the real problems Project based learning has been considered as an innovative approach into modern teaching and learning

In 2008, big changes have been made in foreign language curriculum in Vietnam Project based learning has been implemented in the innovating textbooks launched by national foreign languages project 2020 especially in English textbooks The aim of this change was to provide the students an environment in which they can reach their own conclusions instead of just lecturing them A project work was added in a lesson in each

teaching unit in textbooks ―Tiếng Anh 10‖ Project work is a learning experience which

aims to provide students with the opportunity to synthesise knowledge from various areas

of learning, and critically and creatively apply it to real life situations This process, which enhances students‘ knowledge and enables them to acquire skills like collaboration, communication and independent learning, prepares them for lifelong learning and the challenges ahead Project work is the preparation and presentation of a project, either by an individual or (more usually) a group A typical project might be producing a magazine or website out of individually written articles (Scoot; 2006: 183)

According to the authors in teacher‘s book ―Tiếng Anh 10‖, the project helps students to

improve their ability to work by themselves or a team, and extend their imagination in a field related to the unit project Therefore, the role of applying PBL into teaching and learning is urgent and important

The application of Project based learning into teaching and learning has been considered as valuable and interesting points in the educational innovation

The replacement of English textbook and application of grade 10 New English textbook in the year of 2020 applied at Do Luong 3 high school showed positive points in the field The Project activity applied into teaching has been considered as a great deal of improvement in the Project

As an English teacher for ages, I have worked quite closely with the new textbook

―Tiếng Anh 10‖ I have found that project activity could benefit students in enhancing

their English competence as well as their motivation in learning For my 10th grade

students, project work is really a new task and they seem to be eager to participate in the activity However, I would like to gain a deeper insight into what students‘ opinions on this activity and how this activity helps promote their motivation

With the aim to to carry out an investigation into the project work in textbook

―Tiếng Anh 10‖ to identify the effects of this activity on 10th grade students‘ motivation,

I would like to choose the topic: “An investigation into the effects of project work activity on 10 th graders‟ motivation”

In an attempt to investigate the effects of project based learning on 10th grade students‘ motivation at Do Luong 3 upper Secondary school, the study concentrates on the theoretical background of project based learning approach, students motivation in learning English; identification of the effects of project work activity on students‘ motivation in their English class as well as suggestions for teaching and learning

enhancement

1.2 Aims of the study

This study was carried out with the following aims:

- To investigate the attitudes of 10th grade students at Do luong 3 upper secondary school

to project work in their English class

- To identify which factors of project work in the English textbook Tiếng Anh 10 motivate 10th graders

- To identify the effects of project work on 10th graders‘ motivation in their English lessons

2 What factors of project work in English textbook Tiếng Anh 10 motivate students?

3 What are the effects of project work on 10th graders‘ motivation in their English lessons?

1.4 The scope of the study

The study only focuses on the effects of project work in the English textbook Tiếng Anh 10 on motivating forty-two 10th

graders at Do luong 3 upper secondary school

in order to find out suitable ways to make full use of project works for 10th graders in their English lessons

1.5 The design of the study

The study is divided into 5 parts:

Chapter 1: Introduction

This chapter presents the rationale, aims, research questions, scope of the study and its design

Chapter 2: Literature Review

This part presents the theoretical background of project work and motivation

Chapter 3: Research methodology

This chapter introduces participants, method and procedure of data collection

Chapter 4: Data discussion and findings

This chapter includes the presentation of data analysis and discussion, and the presentation of main findings

Chapter 5: Conclusion

This part summarizes the main ideas of the study, present implication, limitation of the study and suggests further study

Chapter 2 LITERATURE REVIEW

This chapter presents relevant literature which helps to form the theoretical

framework for the research It includes an overview of project based learning, the use of project work in the teaching of English as a foreign language as well as the benefits of

project work in teaching English as a foreign language and theoretical background relating to motivation in language learning

2.1 PROJECT WORK

2.1.1 An overview of Project Based Learning

The switch from teacher-centred to learner-centred in language learning has resulted to the emerge of many experiential approaches which ‗support ‗deeper learning‘ through active exploration of real world problems and challenges‘ (Pellegrino & Hilton, 2012; Peterson, 2012) Among these is Project Based Learning which is tracked to be first introduced by William Heard Kilpatrick in the form of ‗project method‘ (Peterson, 2012) Since then, experts in the field of teaching methodology have proposed many definitions of Project Based Learning It is defined as ‗ a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks‘.These authors clarifies that ‗Project based learning is a comprehensive perspective focused on teaching by engaging students in investigations‘ According to these authors, within the framework of Project Based Learning, students ‗pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts‘ Project Based Learning (PBL) is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop (Moss & Van Duzer, 1998) or simply put as ‗a model that organizes learning around projects‘ With PBL, learning is happening when students are encouraged to explore real- world problems, issues and challenges With the ultimate aim of fostering students‘ learning abilities through contextualizing learning by requiring them to independently offer their solutions to problems posed and/or create artifacts, Project Based Learning puts focus on student – centeredness

2.1.2 The use of project work in the teaching of English as a foreign language

2.1.2.1 Definition of project work

Project-based learning has become prominent in the current context of education which faces many challenges of the 21st century Project-based learning is widely used in ESL/ EFL curriculum It is an instructional strategy which ‗involves study/research of a topic in depth where students‘ ideas, questions, predictions and interests form the experiences lived and the works/activities undertaken.‘ (Filippatou D & Kaldi S., 2010)

In project-based learning, students learn new knowledge through doing projects

Project work is a learning experience which aims to provide students with opportunities to synthesize what they have learnt and apply it to real life Project work is

a method which involves students in an authentic learning experience with language used for genuine communication purpose It is student-centered and its results are an end-product

Legutke and Thomas (1993:160) define project work as ‗a theme and task-centred mode of teaching and learning which results from a joint process of negotiation between all participants It allows for a wide scope of self-determined action for both the individual and the small group of learners within a general frame work of a plan which defines goals and procedures Project learning realizes a dynamic balance between a process and a product orientation Finally, it is experimental and holistic because it bridges the gap dualism between body and mind, theory and practice‘

Project work is viewed by most of its advocates ‗not as a replacement for other teaching methods‘ but rather as ‗an approach to learning which complements mainstream methods and which can be used with almost levels, ages, and abilities of students

2.1.2.2 The features of project work

To clarify the concept ‗project‘ used in Project-based learning, many features are proposed by authors in the field

Mergendoller and Michealson (1999) described projects within project-based learning as

‗ based on challenging questions and making students having central role in design, problem-solving, decision making processes so giving students the opportunity to work relatively autonomously.‘ Sharing the same view, he states that projects in Project-based learning has ‗researching questions which have been raised by students or/and in collaboration with the class teacher and could be further refined during the course of the study‘ Thomas (2000) points out that projects have five criteria which are centrality, driving question, constructive investigation, autonomy, and realism

1 PBL projects are central, not peripheral to the curriculum

2 PBL projects are focused on questions or problems that ‗drive‘ students to encounter (and struggle with) the central concepts and principles of a discipline

3 Projects involve students in a constructive investigation

4 Projects are student-driven to some significant degree

5 Projects are realistic, not school-like

According to Stoller (1997), project work is particularly effective in language learning because it represents a natural extension of what is already taking place in class He summarized the sharing ideas of authors in the field about the characteristics of project work as follow:

1 Project work focuses on content learning rather than on specific language targets Real- world subject matter and topics of interest to students can become central to projects

2 Project work is students centered, though the teacher plays a major role in offering support and guidance through the process

3 Project work is cooperative rather than competitive Students can work on their own,

in small groups, or as a class to complete a project, sharing resources, and expertise along the way

4 Project work leads to the authentic integration of skills and processing of information from varied sources, mirroring real-life tasks

5 Project work culminates in an end product that can be shared with others, giving the project a real purpose The value of project, however, lies not just in the final product but

in the process of working towards the end point Thus, project work has both a process and product orientation, and provides students with opportunities to focus on fluency and accuracy at different project-work stage

6 Project work is potentially motivating, stimulating, empowering, and challenging It usually results in building student confidence, self-esteem, and autonomy as well as improving students‘ language skills, content learning, and cognitive abilities

2.1.2.3 The benefits of project work in teaching English as a foreign language

It is widely agreed that project based learning is beneficial to the teaching of English as a foreign language in the world in general and in Vietnam in particularly

According to Fried-Booth (2002), the process leading to the end-product of project work provides opportunities for students to develop their confidence and independence Also, students demonstrate increased self-esteem, and positive attitudes towards learning

He points out that while students work in groups, they will also learn independently through self-reflection and evaluation of their own processes Pupils gain benefits through PBL in academic performance, motivation, cooperative learning, social acceptance, and engagement in the learning process

Another benefit of project work in English class is that ‗working in the groups, which project-based learning was employed made the students learn the responsibility, provided them with motivation to learn, and enabled them to acquire knowledge by receiving different ideas and understanding the others point of view in the lesson‘ (Bas,2010:9) This idea is also noted by Lee (2002) Lee stated that students have enhanced motivation, engagement and enjoyment He notices that from a motivational perspective, projects being authentic tasks, are more meaningful to students, increase interest, motivation to participate, and can promote learning

Projects can be designed to enhance most students‘ interest and value, including variety, challenge, choice, cooperation, and finding answers for real questions Westwood (2006) points out that projects promote meaningful learning, connecting new learning to

students‘ past experience and prior knowledge, they increase self-direction and motivation

Moreover, project based learning is reported to help improve language skills (Levine, 2004) Projects create chance for students to engage in purposeful communication to complete authentic activities- tasks with real world relevance and utility Hence, they have opportunities to use language in a relatively natural context and participate in meaningful activities which require authentic language use

As discussed by Coleman (1992), projects also help increase students‘ social, cooperative skills and group cohesiveness Adopting projects in the classroom also helps foster relationship among group members Project based learning enhances collaboration among learners and other community members as well Thus, project based learning provides learners with opportunities to learn collaborative skills

Allen (2004) points out a benefit relating to the development of problem-solving and high order critical thinking skills These are very important skills since they are life-long, transferable skills which can be very useful outside the class According to him, project based learning method not only has more positive effects on students‘ academic achievement levels and attitudes towards the lesson, it has also more positive effects on students‘ risk taking, problem solving and creative thinking skills

To sum up, projects contribute many benefits to learners in general and language learners in particular

2.1.3 The implementation of Project Work in textbook English 10

2.1.3.1 The objectives of Project Work in textbook English 10

Project Work is an educational approach that may be used at different school levels and for different purposes If this approach is adopted as common practice in educational contexts, learners will gradually get acquainted to it and will be able to participate more effectively when, for example, PW is used in the foreign language classroom Project work is the preparation and presentation of a project, either by an individual or (more usually) a group A typical project might be producing a magazine or website out of individually written articles Real-world subject matter and topics of interest to students can become central to projects and teacher plays as a role of offering support and guidance to an individual or a small group or a class to complete a project, sharing resources, ideas, and expertise along the way

As discussed above, project work is student-centered and driven by the need to creat an end-product It is a route that enables students to develop their confidence and independence and to work together in the real world environment by cooperating on their task A project could be an only part of the overall program that occupy a period, one day

a week or even get hold of information by searching on the Internet, documents by a long time

The project works in the textbook Tiếng Anh 10 aim to ‗help students improve their ability to work by themselves and in a team, and extend their imagination in a field related to the unit subject.‘

2.1.3.2 The description of Project Work activity in textbook English 10

The authors in teacher‘s book ―Tiếng Anh 10‖ point out that the project helps students to improve their ability to work by themselves or a team, and extend their imagination in a field related to the unit project Every lesson in Tiếng Anh 10 has a project This part comes at the end of the unit The topics in each project are various

In unit 1‗Family life‘ the students are asked to do a survey on family life of the

students in the class

In unit 2 ―Your body and you‖ the project is that the students have to conduct a

survey about your usual food habits to help plan the best possible health care for you and your friends

In unit 3, the topic for the project is ‗Music‘ In this project, the students are

required to do a research on Vietnamese folk song and a Dangdut song

Unit 4 has a project on the topic of ―For a better community‖ What the students

have to make a plan to help a person / a place in need in the students‘ community

Unit 5 ―Invention‖ requires the students to write a description on an imaginary

invention

In unit 6 ―Gender Equality‖ the students are asked to talk about the topic equal

job opportunities Students are asked to do a survey about gender equality in the class or school

The project in unit 7 ―Cultural Diversity‖ requires the students to prepare a

presentation on some aspects of vietnames culture

In unit 8 ―New ways to learn‖, the students have to find out how students use electronic devices to learn English The project in unit 9 ―Preserving the Environment‖

requires the students to prepare a presentation environmental problems of the local area and an action plan to deal with them on the topic ―Preserving the environment‖

The project in unit 10 "Ecotourism‖ asks students to do a survey to find out

students‘ experience in ecotourism

It could be seen that the subjects of project are diversified and plentiful Depending on the contents of the unit, the lesson is designed differently but followed by basic procedures: showing on samples to students to imagine the task, giving task and requirement, grouping students, having students discuss and cooperate, presenting and assessing Sharing the same points of view from other researchers, Quynh (2016) states that project work lesson can be divided into five main steps as follows:

- Phase 1: Initiative project (preparation phase),

- Phase 2: Design Project

- Phase 3: Implementation of the Project

- Phase 4: Collecting and reporting results Products

- Phase 5: Assessing Projects

As a Chinese proverb “Tell me and I forget Show me and I remember Involve me

and I understand”, project works offer students opportunities to involve themselves in

the activity and actually, once students are involved in the activity, they are able to understand and enhance their competence effectively Through the practical topics, clear orientation and ordered procedure and students-centred involvement, a project work lesson could activate students‘ background knowledge as well as English competence

2.2 MOTIVATION IN LANGUAGE LEARNING

2.2.1 Definition of motivation

Motivation in learning has been considered as an interesting field that attracted many researchers There have been numerous studies into the literature regarding to the definition ―motivation‖ Scott Thornbury defines motivation as what drives learners to achieve a goal, and is a key factor determining success or failure in language learning The learners‘ goal may be a short-term one, such as successfully performing a classroom task, or a long-term one, such as achieving native-like proficiency in the language Thornbury points out that motivation theories in general seek to explain no less than the fundamental question of why humans behave as they do, and therefore it would be naive

to assume any simple and straightforward answer; indeed, every different psychological perspective on human behaviour is associated with a different theory of motivation and, thus, in general psychology it is not the lack but rather the abundance of motivation theories which confuses the scene

Motivation is described as the in tempus to create sustain intentions and goals seeking acts (Ames & Ames, 1989) Motivation as the factor that determines a person‘ s desire to do something In second language and foreign language learning, learning may

be affected differently by different type of motivation

From the above ideas, it could be defined that motivation refers to the reasons that activate person‘s desire to do something by their own willingness and volition

2.2.2 Motivation in foreign language learning

The term motivation has become common in teaching and learning foreign language recently when numerous studies have been carried out into the motivation In term of foreign language, motivation refers to the efforts learners make to learn a foreign language Motivation is one of the factors that influences the achievement of language learning According to Dörnyei (1998: 279), motivation framework consists of 3 levels: The most general level of the construct is the Language Level where the focus is on orientations and motives related to various aspects of the L2, such as the culture it conveys, the community in which it is spoken, and the potential usefulness of proficiency

in it It refers to an integrative and an instrumental motivational subsystem The second level of the L2 motivation construct is the Learner Level, involving a complex of affects

and cognitions that form fairly stable personality traits It can be identified as the need for achievement and self-confidence, the latter encompassing various aspects of language anxiety, perceived L2 competence, attributions about past experiences, and self-efficacy

The last one is learning situation level which mention about the Course-Specific Motivational, Teacher-Specific Motivational and Group-Specific Motivational In conclusion, motivation is a complex definition in foreign language teaching and learning which emphasize on the factors that influence learners‘ success in foreign language acquisition

Motivation has an important role in success and failure in learning a second language Among factors determining L2 learning achievements such as aptitude, learner preferences, learner beliefs and age of acquisition, motivation gains widespread acknowledgement as the most influential so that being able to conceptualize motivation would be beneficial to all who related like educationalists, psychologists, teachers and learner, etc (Luu, 1257)

Dornyei (1997) highlights that study into L2 motivation has been considered as a rich and largely independent field originating a concern to address main issues in the living such as unique social, psychological, behavioural and cultural complexities (p.39)

He also showed 3 basic period of history of L2 motivation as follows:

1 The social psychological period characterised by the work of Robert Gardner and his

associates in Canada

2 The cognitive-situated period characterised by drawing on cognitive theories in

educational psychology

3 The process-oriented period characterised by an interest in motivational change

Learners' motivation is a key variable that frequently concerns and challenges practitioners in language classrooms Hassan (2009) stated that learners‘ motivation varies because there are numerous endogenous and exogenous factors such as sociocultural circumstances, professional needs, and language requirements for international education ―Endogenous factors bring pleasure and satisfaction to a student, and exogenous factors relate to the tangible benefits attached to an activity‖

Ellis (1994, p 715) considers motivation as the attempt which learners make for learning a second language because of ―their need or desire to learn it‖ Lightbrown and Spada (2001, p 33) identifies motivation in second language acquisition as ―a complex phenomenon which can be defined in terms of two factors: learners‘ communicative needs and their attitudes towards the second language community‖ They believe that when learners think that they need to speak the second language with the aim of being in touch with others or accomplishing and achieving specialized and dedicated desires and goals, they will be stimulated and inspired to obtain expertise and skill in it

Oxford and Shearin (1994) in their modern language study on motivation indicates six factors that could influence language learning motivation as follows:

Attitude: sentiment toward the learning community and the target language, belief about self: expectancies about one‘s attitudes succeed, self efficacy and anxiety, goals: learning goals as reason for learning:, involvement: extent to which the learner actively and consciously participates in the language learning process, environmental support: extent

of teacher and peer support and the integration of cultural and out of classroom support into learning experience, personal attributes: aptitude, age, sex, and previous learning experience

Thus, with the description of motivation in second or foreign language learning with its elements has showed in indisputable role of motion in L2 Acquisition

2.2.3 Classification of motivation

2.2.3.1 Gardner’s Socio-educational Model

The theory and approach of motivation has considerable contribution to the success of learner‘s L2 acquisition but the level of success varies in different forms of motivation One of the first famous and valuable theories of motivation was Gardner‘s socio psychological paradigm in 1985 Kiziltepe (2000) on the review of applied linguistics points out that there have been numerous theories on motivation in the field of psychology, sociology, social psychology, etc but the most influential one has been Gardner‘s Social-educational Model originated in 1985 by Gardner and his associates in Canada He supposes three particularly well developed areas of Gardner‘s motivation theory: (1) the construct of the integrative motive; (2) the Attitude/Motivation Test Battery and (3) the socio-educational model

The first area is integrative motive which is explained as a ―motivation to learn a

second language because of positive feelings toward the community that speaks that language‖ (Gardner, 1985: 82-3) It has got three main components: The first one is

integrativeness, which includes integrative orientation, interest in foreign languages, and

attitudes towards the target community, which show the learner‘s willingness and interest

in interacting with the people of the other communities

The second one is attitudes towards the learning situation, which covers attitudes

towards the teacher, the course, the course materials, and extra-curricular activities

(Gardner, 2003; Dörnyei, 2001b) The third and the last one is motivation, which includes

effort, desire and attitudes towards learning

The second area, the socio-educational model, has vital importance since it distinguishes

the four separate characteristics of the second language acquisition process:

1 Antecedent factorscan : gender, age or learning history

2 Individual difference variables such as intelligence, language aptitude, motivation, and language anxiety

3 Language acquisition contexts

4 Learning outcomes

The third area of Gardner‘s motivation theory is the Attitude Motivation Test Battery (AMTB hereafter) The AMTB is a very useful instrument in that it is designed to follow psychometric tenets which govern the questionnaire

Regarding to the term motivation in the theory, Gardner saw that second language

as a mediating factor between different cultural backgrounds and a force to enhance or hinder intercultural communication and affiliation In the model, he defined 3 key components of motivation, 1) effort consumed to achieve the goal, 2) a desire to learn the language, 3) satisfaction with the task of learning the language The author also pointed out that motivation theory is about the relationship between motivation and orientation that the role of orientation is to help arouse motivation and direct it towards to set a goal

a Integrative motivation

There is no question that learning a foreign language is different to learning other subjects This is mainly because of the social nature of such a venture Language, after all, belongs to a person‘s whole social being: it is part of one‘s identity, and is used to convey this identity to other people (William: 1994; 77) Actually, in most subjects at school, learners learn their own culture heritage but in the case of leaning a second or foreign language, the students learn new information such as grammar, vocabulary, and

pronunciation, and more importantly they are ―acquiring” symbolic elements of a

different ethno-linguistic community Therefore, learning a second language means

studying the culture and community of that language As a result, integrative motivation helps the learners to develop the level of proficiency in the target language because it is necessary to integrate socially in the community to become a member

b Instrumental motivation

While integrative motivation concerns an individual‘s willingness interest in promoting second language acquisition through social interactions with members of the target language group, instrumental motivation concerns an individual‘s primary concern for language development, apart from social goals in second language acquisition Individual learns a language with a more utilitarian purpose, such as applying for a well-paid job or achieving higher social status (Wong:2011,p.12).The instrumental motivation focuses much on the practical purpose of L2 acquisition such as applying for a job, demanding higher payment with better language competence or educational requirements Wong also states that in other words, a second language learner would be identified as an instrumentally motivated learner if he or she is seen to learn the target language to pass an examination or to apply for a better line of work

c Integrative motivation vs instrumental motivation

In agreement, Brown (1987:115) and Ellis (1986:300) also cite ‗instrumental

motivation‘, which is said to occur when the learner‘s goal is function and ‗integrative

motivation‘, which occurs when the learner wishes to identify with the culture of the L2 group.‘ Integrative motivation refers to the learner's desire to learn a language in order to

become closer to the target language community, while instrumental motivation refers to

the learner's desire to learn a language for practical purposes such as having a job,

examination, etc The distinction between integrative and instrumental orientations is a common one in this field of research An integrative orientation reflects an interest in learning another language because of "a sincere and personal interest in the People and culture represented by the other language group" , while an instrumental orientation emphasizes "the practical value and advantages of learning a new language"

The result showed that learners with a high level of instrumental motivation are more likely than others to attain an intermediate level of proficiency in the target language

Overall, the various presentations of research‘s results suggest that motivation can

be defined as a desire or choice to learn L2, which can possibly lead to learners‘ efforts and actions to learn the L2 However, it is not certain that L2 motivation, in particular integrative motivation, directly affects L2 achievement and it is more likely that L2 achievement can lead to L2 motivation

2.2.3.2 Self-determination motivation

One of the most influential approaches in the field of L2 motivation has been the self-determination theory The theory pays particular attention to autonomous motivation, controlled motivation, and a motivation as predictor of performance, relational, and well-being outcomes It also examines people life‘s goals or aspirations, showing the differential relations of extrinsic versus intrinsic life goals to performance and psychological health (Deci and Ryan, 2008) Choosing to do an action, and not because

of external is what the self-determination is dealing with

Self-determination is present in intrinsic motivation and some types of extrinsic motivation such as identified regulation

Intrinsic motivation deals with acts or behavior performed to experience pleasure

or satisfying one‘s curiosity whereas extrinsic motivation involves a behavior to receive some external rewards such as good grades, employment, etc

Aziza (2015) points out 3 main features of self-determination theory namely 2 kinds of motivation included intrinsic and extrinsic motivation and theirs classifications; the identified regulation which reveals the self-selected goal with specific reasons and the concept amotivation which means doing an activity has no meaning

a Intrinsic motivation

Intrinsic motivation has emerged as an important phenomena for educators—a natural wellspring of learning and achievement that can be systematically catalyzed or undermined by parent and teacher practices Intrinsic motivation is defined as the doing

of an activity for its inherent satisfactions rather than for some separable consequence that a person is motivated to do is for fun or challenge entailed rather than external prods, pressure or rewards The reason is that intrinsic motivation results high-quality learning and creativity especially to detail the factors and forces that engender versus undermine

it In the research, Dörnyei (1985) shows 3 subtypes of intrinsic motivation namely to learn (engage activity for the understanding pleasure and satisfaction or exploring the world and curiosity); toward achievement (engage activity for surpassing oneself‘ satisfaction copying with challenges and accomplishing or creating); to experience stimulation (engage activity for experiencing pleasant sensation)

Furthermore, he stresses that intrinsic motivation must endorse autonomy as a prerequisite for any behavior to be intrinsically rewarding Self-determination theory is in agreement that the reasons of increasing intrinsic motivation are the social setting once they meet the three needs: competence, autonomy and relatedness Competence means the ability to manipulate and control the outcome and experience mastery while autonomy refers to the desires or needs for feeling a sense of internal control and freedom choices of action.on the other hand, relatedness is the connection with other through pro-social relationship

b Extrinsic motivation

According to Deci (2000), not all activities of human are sufficiently novel, challenging, or aesthetically pleasing to be intrinsically motivating In order to persist the tasks and accomplish them, individuals need to exercise extrinsic motivation to perform the required behaviors and to understand the motivation for activities that are not experienced as inherently interesting we need to look more deeply into the nature and dynamics of extrinsic motivation Extrinsic motivation comes from outside the individual

Learners are extrinsically motivated when learning is done for the sake of rewards such as grades or praise that are not inherently associated with the learning itself, that is, when learning or performing well becomes necessary to earning those rewards

c Intrinsic motivation versus extrinsic motivation

Ratanawalee in a survey study of motivation shows the basic different point of these kind of motivation is the negative impact When students have intrinsic motivation, they have the internal desire to learn and they do not have the need for external outcomes There are no negative impacts in having intrinsic motivation In addition, intrinsic motivation pushes the student to learn without rewards, because the need is innate or come from inside or depends on their own will Wherea, extrinsic motivation could bring

a negative impact to the students, because with extrinsic motivation, students do not learn with their strong intention or will but they study it because they are pushed by the interest

in the rewards or the punishment When a student is learning because he is promised rewards or because he wants the rewards , he will be highly motivated to come to classes and learn and achieve the goal that is set for him But when these rewards are taken away,

or sometimes even if they do not see any punishment, the student will not be interested in coming to class and learn the language any longer

The distinction between two types of motivation is worth keeping in mind for two reasons The first one is that most theories tend to rely on one or other or a combination

of the two attempting to explain the why of human behavior Both two types try to complete the understanding of why people do something The second is that neither extrinsic nor intrinsic better than the other, but both have their uses and limitations Although intrinsic methods might work well with some students, others will be more effective with extrinsic methods Kolesnik leads an example in which while extrinsic motivation might seem to be more useful in coming up with immediate observable outcomes, intrinsic strategies bring benefits in the long term that might be far more desirable

It is true that student motivation has to do with students‘ desire to participate in learning process, it also concerns the reasons or goals that underline their involvement or noninvolvement in academic activities An intrinsic motivated student could accept an activity for it owns sake, for the enjoyment or feeling of accomplishment while an extrinsically motivated student performs to obtain some rewards or avoid punishment externally

To conclude, from the distinction of intrinsic and extrinsic motivation, teachers should not rely much on only one type to apply for teaching in the classroom as well as avoid the overuse of one type of motivation and balance the two Sometimes we need to use external reinforcements and others we have to appeal to students‘ willingness to learn for their own learning desire

2.2.4 Factors affecting motivation in L2 acquisition

Harmer (1991) lists four factors that can be dangerous to the learners‘ motivation

as follows:

1 Physical condition concerns the atmosphere in the classroom If students have to study

in overcrowded classroom, small board or degraded quality, they can lose their motivation

2 Method of teaching refers to the way students are taught must affect their motivation

If they feel bored at teacher‘s method, their motivation will gradually decreased ―If the

students lose confidence in the method, they will become demotivated‖

3 The teachers as the most powerful variable of motivation and demotivation, can

become a major part in demotivating the learners

4 Success means the appropriate level of challenges in the lesson If the difficulty of task work is too low or too high, it can lead student to a demotivated situation in learning

Krashen (1982) also proposes the influence of emotional states towards students‘ motivation Tiredness, boredom, depression can lead to students‘ demotivation He

names three basic factors and it varies in this area as Motivation which is beneficial for language acquisition, Self-confidence which is also useful for acquisition and Anxiety

which is good in the case where it is in a low level

Aziza (2015) shows the effect of social factors in providing motivation in L2 acquisition includes the teacher, classmates and parents

Dorneyi (2001b) referred in his book to the negative external forces such as public humiliation, devastating test or conflicts with peers directed to demotivating students He divides his findings into three categories that demotivate the learners in their English learning including the influence of the teacher, of classmates, of instructional materials and English exams, progress and achievement

In summary, this chapter has reviewed the theoretical background concerning project based learning It clarifies the definition and features of project work The benefits of project work in foreign language learning are thoroughly discussed A brief

description of the implementation of project work in the text book Tiếng Anh 10 is also

given Detail information about motivation in language learning has been presented, too

Chapter 3 RESEARCH METHODOLOGY

The purpose of this chapter is to outline the procedures followed through the study It presents the methodology of the study, the participants of the study, the instruments employed to collect data and the method applied to analyze the data

3.1 Study design

In order to answer the research questions, a mixed method is employed This method consists of procedures to collect, analyze and integrate both quantitative and qualitative data Within the design, quantitative numeric data is collected through a questionnaire for student participants and a questionnaire for teachers and qualitative data

is collected through interview

3.2 Participants of the study

In an attempt to investigate the effects of project work on students‘ motivation, the study will be carried out on 42 10th graders who are learning English at Do Luong 3 high school The student participants will be randomly chosen among those who have learnt English for at least 7 years and 3 teachers teaching in grade 10

3.3 Instruments of data collection

In order to achieve the aims of the study, the researcher used the following tools:

1 Questionnaires

2 Interviews

3.3.1 Questionnaires

In order to collect the data, a questionnaire for students is administered to the

student participants and another questionnaire is administered to the teachers As Forcese

and Richer (1973:85) states that the questionnaires were used as they elicit reliable data and save time and they have the ability to reach a number of respondents The questionnaire delivered to students is translated into Vietnamese to ensure that all the student participants understand the questions

Questionnaires are commonly used to collect data in research in general and research in language acquisition in particular They do not take time to administer to the participants as other tools Especially, they are easily quantified once multiple-choice questions are employed

The questionnaires designed from the adoption of Ankara‘s questionnaire model (2007) and Wattanasin‘s questionnaire model in accordance to attitudes investigation research

3.3.1.1 The steps of designing the questionnaire

To design the questionnaires, the researcher strictly follows the steps as below:

- Step 1: in this step, the aims and the research questions of the study was examined in order to determine the respondents, their background and their readable levels A thorough understanding of the literature is developed

- Step 2: in this step, the statements and questions for the questionnaires were generated

The content from literature review was transformed into statements and questions

- Step 3: selected Likert scale to identify students‘ attitude towards project work, factors that motivate them in their learning English, and their opinion on the effects of project work on their English competence and to elicit teachers‘ view on the effects of project

work on students‘ motivation

- Step 4: established reliability of the questionnaires The researcher carried out a pilot test by collecting data from 20 10th graders and 3 teachers, who aren‘t in the sample Data from pilot test was analyzed in SPSS software using Anpha Cronbach technique The results showed that the scales had good reliability The questionnaires were

completed and administered to the participants

3.3.1.2 Description of the questionnaire

a Questionnaire for the student participants

Based on the research questions and an understanding of the literature, the questionnaire is divided into 2 parts Part 1 was to get students‘ information about their gender, age, place of birth and the duration they have learnt English Part 2 contains 5 sections:

Section 1 includes 8 five-point scale response questions These questions elicit respondents‘ attitude to the project works in their English class

Section 2 contains 13 five-point scale response questions to elicit respondents‘ opinions

on the factors which motivate them in their English lesson using project work

Section 3 elicits respondents‘ opinion on the 5 projects they have learnt in their English lessons at the first term

Section 4 constitutes 12 five-point scale response questions to elicit respondents‘ opinions on the effects that project works have on their English competence

The five-point Likert scale is chosen to measure the participants‘ responses The level of the scales varied from strongly disagree, disagree, not sure, agree and strongly agree The participants were asked to tick he/her response The responses are then coded in order to

be quantified for the researcher to analyze the data

b Questionnaire for teachers

A questionnaire for teachers who teach English courses for grade 10 at Do Luong

3 high school was designed in order to elicit their responses to the effects project work has on their students‘ motivation The questionnaire constitutes 14 five-point Likert scale response questions The level of the scales varied from strongly disagree, disagree, not

sure, agree and strongly agree The participants were asked to tick his/her response The responses were then coded in order to be quantified for the researcher to analyze the data

3.3.1.3 Scale reliability

The scales in both the students‘ questionnaire and teachers‘ questionnaire are reliable when they give the same results if they are reapplied in the same condition The reliability of the scales was measured by Anpha Cronbach technique The results are shown in the table (3.1) and (3.2) below:

Table 3.1 Reliability coefficient in students’ questionnaire

Cronbach’s Alpha Technique

Opinions on factors motivating students in

their English lessons using PW

Effects of PW on students‘ motivation 10 0.862

Table 3.2 Reliability coefficient in teachers’ questionnaire

Cronbach’s Alpha Technique

Teachers‘ view on project work‘s effects on

1 What are your thought and feeling in general towards all the projects you have learnt during the course?

2 What do you like most in the lessons using project?

3 Are you motivated to do projects? Why? Why not?

3.4 Statistical analysis procedures

3.4.1 Questionnaire data

All the quantitative questions in the questionnaire were processed by Statistic Package for Social Science (SPSS) software to work out different values of the central tendency These data helped the researcher to identify the attitudes, the opinions of the 6th graders to project work and its effects in their English lessons as well as the teachers‘ attitude towards the effects of project work on their students‘ motivation The analysis

of the responses to the questions in the questionnaire was conducted as follows:

The responses to each question were coded using a scale in ascending order of merit scoring from 1 to 5 ranging from strongly disagree to strongly agree

All the data were processed by descriptive statistics tool in SPSS and then mean values calculated were divided by 5 scales as below:

From 1 to 1.80 The positive attitude towards project work is very low

From 1.81 to 2.60 The positive attitude towards project work is low

From 2.61 to 3.40 The positive attitude towards project work is moderate

From 3.41 to 4.20 The positive attitude towards project work is high

From 4.21 to 5.00 The positive attitude towards project work is very high

3.4.2 Interview data

The data obtained from interview was qualitatively analyzed The researcher coded the data in respect of the aspects of project work investigated in the questionnaire The interview was first transcribed, and the responses were translated and categorized and then, coded in term of the aspects of project work explored in the questionnaire

In summary, the researcher adopted a mixed method approach Questionaire, interview were used to collect data Both quantitative and qualitative data were processed using many different techniques

Activities performed indoor and outdoor applying Project Work for some units in Tiếng Anh 10 text book

* Preparing posters for some units in Tiếng Anh 10 text book

* Group works discussing indoor and outdoor before making project presentations

* Individual presentation performed project work in each group

* Group leaders presenting their project work in front of the whole class: