I NTRODUCTION
STATEMENT OF THE PROBLEM
A year ago, the researcher took over an American/British Literature course at a university in Ho Chi Minh City after the previous teacher left due to personal commitments Following a lesson on James Joyce's "Araby," several students approached her, visibly anxious and disappointed They struggled with the text, feeling overwhelmed by its complexity and their limited language skills, which hindered their understanding and emotional connection to the characters The researcher empathized with their frustrations but felt unable to provide immediate answers, highlighting the challenges students face when engaging with literature.
The inquiry into how students can comprehend the thoughts and actions of characters in American and British Literature, despite lacking personal experience, has prompted research into the factors influencing their interest in these subjects If literature presents challenges for students, it is crucial to identify the underlying causes and how they serve as obstacles to learning Today, the study of American and British Literature is intertwined with language acquisition, as understanding one enhances comprehension of the other (Burton, 2006, p.2) Beyond the more apparent language-related factors, it is essential to explore the implicit influences that may significantly affect students' engagement with literature.
The researcher acknowledges that multiple factors influence students' interest in learning literature, with language use being just one aspect Today, students have various resources to comprehend literary texts, including translated versions and extensive teaching materials for frequently studied works However, it remains to be seen whether overcoming the language barrier of a literary text genuinely enhances students' engagement and willingness to learn the subject.
To effectively address students' motivation in learning American and British Literature, teachers must provide compelling evidence beyond a simple 'yes' or 'no' response This inquiry into the factors influencing students' interest in the subject has prompted the author to conduct a comprehensive study.
RATIONALE OF THE RESEARCH
1.2.1 Why Literature is chosen to be the subject of the research 1.2.1.1 From the viewpoint of worldwide educationalists
When fine arts students are asked to draw a box placed on a table, the resulting artwork varies significantly due to the different perspectives chosen by each artist Despite these variations, the drawings still represent a box rather than other objects Similarly, the methods and justifications for teaching American and British Literature in English classrooms differ among educators and researchers Various scholars have highlighted the advantages of using American and British Literature, each providing unique insights on its role in language instruction For instance, Duff (1991) views literary texts as valuable resources for enhancing language activities, while Madden (2007) supports this perspective with further validation.
‘literature does explore and reveal what it means to be human and provides us with a substantial opportunity for learning and self-understanding’ (p 3) Sage
In 1987, it was highlighted that literature provides three key benefits for students Firstly, it exposes them to a diverse array of communicative techniques that speakers utilize, making it an invaluable resource for language learning Literature offers a wider variety of communication strategies than any other component in ESL education, enhancing students' linguistic skills effectively.
Literature serves as a bridge between cultures, enhancing communication and understanding while equipping students with a wealth of knowledge, both past and present It resonates emotionally, fostering personal growth alongside language competence According to Carter and Long, literature teaching encompasses three key models: the cultural model, which promotes appreciation of diverse cultures; the language model, which exposes students to creative language use; and the personal growth model, which nurtures individual development and relationships Lazar highlights literature's role in motivating students, providing cultural context, and enhancing language acquisition and interpretative skills Furthermore, Rosenblatt emphasizes that teaching literature enriches personal experiences and societal understanding, contributing to a holistic educational approach.
Teaching American and British literature to EFL and ESL students is essential for enhancing their language skills and fostering personal growth The strengths of these literary works significantly contribute to students' linguistic development and are particularly crucial for those majoring in English Linguistics and Literature.
1.2.1.2 From the viewpoint of the Department of English Linguistics and Literature
At the University of Social Sciences and Humanities (USSH), the Department of English Literature and Linguistics (DELL) emphasizes the importance of American and British Literature as a core subject for all students Regardless of their chosen majors—Translation and Interpretation, Linguistics and Language Training, or Culture and Literature—students must engage with this literary discipline during their third and fourth academic years This requirement involves reading, reflecting, and writing about significant American and British literary works To demonstrate their comprehension and personal insights, students are assessed through presentations, assignments, mid-term tests, and final examinations Graduating students are expected to possess a solid understanding of American and British Literature and the essential literary works outlined in the curriculum.
The significance of teaching American and British Literature to English learners has been established, making it the focus of this study This section will delve into the current state of teaching and learning American/British Literature at DELL-USSH, emphasizing the necessity of exploring students' interests in the subject and the factors influencing their engagement.
1.2.2 The current matter of teaching and learning American/British Literature in DELL – USSH
Despite the significance of American and British Literature for DELL students' language skills, cultural awareness, and personal development, it fails to engage student interest During the 2009-2010 academic year, only one out of seven fourth-year classes focused on Culture and Literature, while Translation and Interpretation attracted enough students to necessitate four classes, with Linguistics and Language Training comprising two classes A similar trend was observed among third-year students, with only one Culture and Literature class compared to three classes each for Translation and Interpretation and Linguistics and Language Training The 2010-2011 school year showed a slight improvement, with two Culture and Literature classes, yet this was still overshadowed by three classes each for Translation and Interpretation and Linguistics and Language Training.
Literature is not a priority for DELL students, highlighting the need to understand their motivation and interest in American and British Literature Tudor (1996) emphasizes that exploring students' motivations allows them to reflect on their learning attitudes This thesis aims to assess the level of interest DELL students have in Literature, investigate their reasons for engaging with the subject, and identify additional factors influencing their interest beyond those previously studied.
When teachers and students of American and British Literature uncover the truth behind the subject, they can overcome challenges and appreciate the beauty and value it offers.
STATEMENT OF PURPOSE
The study aims at fulfilling the following purposes:
1 To explore how much DELL English majors of the school-year 2010 –
2011 are interested in learning American/British Literature
2 To find out the factors that affect the students’ interest in learning the subject.
SIGNIFICANCE OF THE STUDY
This study aims to assist American and British Literature teachers by revealing the level of student engagement and interest in these subjects Understanding students' perceptions of American and British Literature is crucial for educators to create effective lesson plans that capture students' attention By gaining insights into students' awareness, teachers can design suitable activities, anticipate classroom behavior, and manage the learning environment more effectively.
The study aims to help teachers boost student engagement in American and British Literature by identifying the factors that diminish their interest Understanding the obstacles to students’ academic progress is crucial for teachers, as it provides valuable insights for facilitating their success By focusing on the most influential factors, educators can more effectively address the challenges students face in learning this subject.
ORGANIZATION OF THE THESIS
The thesis consists of five main chapters:
Chapter 1, Introduction, states the background to the study, its rationale, purpose and significance
Chapter 2, Literature Review, outlines the relevant literature and identifies the knowledge gap that informs the theoretical framework for the study's implementation This chapter examines various definitions of student motivation, its types, and the factors influencing students' interest in learning American and British literature Additionally, it presents the literature review on elements that contribute to student engagement in these literary studies, culminating in the formulation of research questions.
Chapter 3, Methodology, outlines the research questions and details the methodology utilized in the study, including the subjects involved and the design of the questionnaires and interviews administered to them.
Chapter 4, Findings and Discussion, presents an analysis of data gathered from student responses to questionnaires and interviews, along with a discussion based on the insights derived from these findings.
Chapter 5 presents conclusions and recommendations aimed at enhancing students' interest in American and British Literature It identifies key factors influencing student engagement, derived from the study's findings, and proposes effective teaching and learning strategies to foster a deeper appreciation for these literary works.
L ITERATURE REVIEW
DEFINITIONS OF STUDENT MOTIVATION
Motivation, a concept discussed since the early 1940s and fully developed by the 1980s, is a critical factor influencing individuals' commitment to their tasks (Renchler, 1992) It serves as a broad term that explains the success or failure of complex tasks (Brown, 2000) Numerous theorists have attempted to define motivation, particularly in the context of education, where it pertains to encouraging students to achieve their learning goals Student motivation can be succinctly described as their interest and need to engage in the learning process (Ezine Articles), or as a personal investment in tasks (Maehr, cited in Renchler, 1992) Additionally, Marshall (cited in Lumsden, 1994) emphasized the importance of the meaningfulness and value of academic tasks to learners, while Ames (1990) highlighted motivation as a commitment to long-term, quality involvement in learning.
Considering motivation as the property of the learner, MacDonough (cited in Randeree, 2008) stated that motivation involves four elements:
The reason why the students want to learn
The strengths of the students’ desire to learn
The kinds of people the students are
The students’ estimations of what the task requires from them
Effective student motivation significantly influences their attitudes toward learning When students receive timely and appropriate motivation, they tend to exhibit improved focus and greater effort in their studies, leading to a more productive and effective learning experience.
Highly motivated students actively participate in the learning process and demonstrate greater independence in their pursuit of success According to Skinner and Belmont (1991), motivation plays a crucial role in encouraging students to engage more fully in their educational experiences.
Students who select tasks within their competencies and seize opportunities to take action demonstrate intense effort and concentration during their learning activities This motivation fosters positive emotions such as enthusiasm, optimism, curiosity, and interest, which enhances their focus on the subject matter By dedicating significant effort to their studies, students not only aim to pass exams but also cultivate long-term benefits, allowing them to logically accumulate knowledge and effectively apply it to their future learning endeavors.
Unmotivated students often display a lack of interest and mental presence in the learning process, viewing education as a burdensome task that offers no benefits This disengagement leads to minimal effort in their studies, making learning feel tedious and overwhelming, which in turn results in poor grades and unsatisfactory achievements Consequently, a vicious cycle of frustration develops, causing students to struggle with comprehension and application of material, and potentially leading them to abandon learning altogether when faced with challenges Furthermore, these students tend to distrust their abilities, doubt their potential achievements, and attribute any success to external factors, thus evading personal responsibility for their learning outcomes.
MAIN KINDS OF MOTIVATION
Educational theorists, including Gardner and Lambert (1972) and Dornyei (1990), have sought to differentiate various types of motivation This thesis will focus specifically on the widely recognized distinction between extrinsic and intrinsic motivation, as these two categories are particularly relevant to the study of motivation in educational contexts.
Extrinsic goals are driven by external motivations, such as the desire for higher social status and the need to demonstrate abilities to others, including family, teachers, and friends (Randeree, 2008) Behaviors motivated extrinsically are influenced by external rewards and recognition, such as money, prizes, grades, and positive feedback (Brown, 2000).
Extrinsic motivation refers to the drive students have to avoid external punishments, such as failing grades or negative feedback from teachers and peers This type of motivation often focuses on short-term goals, making it essential for educators to use consistent praise and tangible rewards to effectively encourage student engagement and performance.
Intrinsic motivation, as defined by Stipek (cited in Renchler, 1992), refers to students' engagement in learning tasks driven by an inherent appreciation for academic work rather than external rewards This type of motivation encourages students to actively participate in the learning process, focusing on the value of the activities themselves rather than the outcomes influenced by external factors.
Intrinsically motivated students engage in learning for the sheer pleasure it brings, leading them to adopt effective strategies that enhance their sense of responsibility in their education This motivation drives them to seek deeper knowledge and tackle more challenging tasks, ultimately fulfilling their desire for understanding (Lumsden, 1944) Such enjoyment in learning fosters feelings of competence and self-determination, which further enrich the educational experience (Deci, 1975, cited in Brown, 2000).
Intrinsic motivation is essential for learners, as it emphasizes that external rewards alone are insufficient to maintain motivation While learners may still seek rewards, a foundation of intrinsic motivation, supported by moderate extrinsic factors, can enhance their abilities and overall engagement (Brown, 2000).
There have been a great number of arguments emphasizing the importance of intrinsic motivation over extrinsic motivation Among the sound supporting reasons are the most prominent ones as follows
Intrinsic motivation significantly enhances long-term retention of information, leading to fewer students requiring remedial courses (Dev, 1997) By engaging students in the learning process, intrinsic motivation fosters a sense of responsibility and autonomy, encouraging self-study and deeper understanding for personal satisfaction This intrinsic drive cultivates a lasting aspiration for continued education beyond formal schooling, even after external rewards like grades and diplomas are no longer present (Kohn, 1993).
Removing external evaluations allows students to develop independence from the fear of praise or punishment When students are constantly motivated by rewards or positive feedback, they may become overly reliant on these external factors, leading to a loss of motivation when they are absent Brown (2000) highlights the importance of fostering intrinsic motivation in students to encourage sustained effort and engagement.
Our reliance on immediate rewards, such as prizes or praise, can grow to the extent that removing these incentives may diminish our motivation to learn.
Students who are less reliant on external rewards tend to find the learning process more enjoyable, which is crucial for fostering learning autonomy According to Brown (2000), the primary limitation of extrinsic motivation is that it fails to cultivate students' intrinsic desire to learn.
Thirdly, extrinsic reward and extrinsic punishment, when being applied to motivate students, ‘can be de-motivating for the weaker students’ (Littlejohn,
In educational settings, stronger students often receive rewards and advanced tasks, leading to increased motivation, while weaker students may feel discouraged and inferior, believing their efforts will never be recognized This dynamic can create a cycle where weaker students lose motivation and cease to try, as they perceive that rewards are consistently out of reach As noted by Littlejohn (2001), this phenomenon results in a proportional relationship where the motivation of stronger students rises alongside a decline in the motivation of their less successful peers.
THE SCOPE OF “INTEREST” IN THE THESIS
Research indicates a strong link between personal interest and intrinsic motivation, suggesting that stimulating student interest enhances their intrinsic motivation (Luu, 2005) Littlejohn (2001) defines 'intrinsic satisfaction' as the inherent interest of the learner According to Deci and Ryan (as cited in Phan), fostering this natural curiosity is essential for effective learning.
Research from 2006 highlights that a student's intrinsic motivation is significantly influenced by their interest in a subject When students are genuinely interested, they are more prepared to learn and take responsibility for their education This intrinsic motivation is evident through their attention and enthusiasm during the learning process Therefore, it is essential to recognize that a learner's interest is a fundamental aspect of intrinsic motivation, enhancing their overall engagement and learning experience.
Littlejohn (2001) acknowledged that only a small number of students experience intrinsic satisfaction from learning, leading him to conclude that a learner's natural interest cannot be solely relied upon for sustained motivation Consequently, it may not be strategically wise for teachers to depend on students' interests as a primary motivational tool, despite its significant influence on extrinsic motivation While fostering students' interest in a subject can be beneficial, it often requires more time and additional factors beyond the classroom context, making it challenging to achieve within the limited timeframe of a course Furthermore, Tudor (1966) suggested that 'interests' fall under the category of psychological factors, which are not the focus of this thesis Thus, in this thesis, the term 'interest' is largely disconnected from the concept of intrinsic motivation.
This article provides an overview of popular dictionaries for English learners to clarify the term 'interest.' According to the Oxford Advanced Learner’s Dictionary (1995), being interested in something signifies a curiosity or engagement with that subject.
Interest can be defined as a desire to learn or know more about someone or something, as noted by the Longman Dictionary of Contemporary English (2004) It encompasses both a curiosity about various subjects and a passion for activities one enjoys Similarly, the Webster’s New World College Dictionary (1997) emphasizes that interest involves engaging with topics or pursuits that captivate an individual’s enthusiasm.
Interest is defined as a feeling of intentness, concern, or curiosity about something, as noted by the Macmillan English Dictionary (2002) and The Chambers Dictionary (2006), which emphasize a desire to know about or participate in an activity These definitions highlight the common understanding of 'interest' as a concern for or desire to engage with a subject This concept aligns closely with 'motivation,' prompting the researcher to use motivation as a framework for reviewing relevant literature Consequently, the initial sections of the literature review focus on exploring motivation and its various types.
The researcher aims to enhance students' engagement in American and British Literature through her study, ultimately fostering intrinsic motivation and genuine interest in the subject By providing targeted recommendations, the study seeks to cultivate a deeper concern for learning these literary works, thereby enriching the educational experience.
2.4 PREVIOUS STUDIES IN AMERICAN/BRITISH LITERATURE TEACHING AND LEARNING IN DELL
This section of the thesis focuses on identifying the factors addressed in prior research within the Department of English Linguistics and Literature, which will help to uncover the existing knowledge gap.
This study advocates for the creation of a specialized reading course centered on twentieth-century American short stories, aimed at third-year English majors in the DELL-USSH in-service section The initiative arose from the recognition that students' reading skills were a barrier to their literature studies The proposed course is designed to enhance students' integrated skills and offer foundational support for their literature education at an early stage.
The study identified diverse learning preferences in literature, highlighting the need to address the reading comprehension gap between EFL language and literature studies The findings emphasized the significance of students' reading skills and the necessity of providing texts that match their proficiency levels, ultimately enhancing their understanding of literary works.
In terms of applicability, the study has fulfilled the goal of helping students overcome the very first obstacle of learning literature: reading comprehension ability
Van Thi Nha Truc's research aimed to identify strategies for boosting student motivation in British and American Literature courses at the Department The study focused on uncovering the key factors that influence students' enthusiasm and engagement in learning this subject.
Students perceive literature as a challenging subject, which often hinders their willingness to engage with American and British literature despite recognizing its benefits The study revealed that students are motivated by both intrinsic and extrinsic factors, displaying integrative and instrumental orientations towards their literature studies Additionally, it highlighted that the qualities of the teacher and their teaching methods are seen as the most significant motivators for students to pursue American and British literature at DELL.
The study highlighted a significant finding: while most students expressed enjoyment in reading literature, a much smaller percentage showed interest in studying it According to Van (2004, p.75), "students’ enjoyment in reading literature does not necessarily lead to their interest in studying the subject." This discrepancy prompted the researcher to delve deeper into the issue, aiming to identify the factors that may be deterring students from pursuing an interest in studying literature, despite their enthusiasm for reading it.
This study has brought to light the problems associated with the teaching of Literature in the Vietnamese context
Firstly, due to the utilitarian view of English language, students preferred reading such materials as newspapers and advertisements to literary materials
College English courses in Vietnam often lack a literature focus, with instructors primarily trained in language rather than literature Nguyen noted that students struggle to grasp the aesthetic elements of Western European literature, often translating it through their own cultural lens Additionally, the traditional teaching approach, which emphasizes teacher-led presentations, neglects to inspire a genuine enjoyment of reading among students, leading to decreased motivation and engagement with literary works Furthermore, both students and teachers face challenges in accessing appropriate materials, as available resources are predominantly designed for native speakers.
Nguyen's detailed lesson plan aimed to enhance students' engagement with literary texts by integrating fundamental English skills into literature learning She created comprehensive task sheets to help students analyze key elements such as setting, plot, character, point of view, and theme Additionally, she included open-ended questions to encourage imaginative thinking about the narrative However, the study has not yet explored the impact of imagination on students' interest in literature Ultimately, her approach was designed to facilitate a more accessible and comfortable interaction with the text.
FACTORS AFFECTING STUDENTS’ INTEREST IN LEARNING LITERATURE: AN OVERVIEW
‘English [Literature] is assumed to be unlike other subjects: it aims to encourage freedom and personal response, understanding and sensitivity.’
Eaglestone emphasizes that literature is a unique subject influenced not only by teaching methods and students' skills but also by their sensitivity and awareness in studying it Fostering freedom, personal response, understanding, and sensitivity in literature is a complex process shaped by various factors, which will be explored further.
2.5.1 Ausubel’s Meaningful Learning Theory: on considering its application into learning Literature
Understanding the purpose of studying a subject can significantly enhance comprehension (Eaglestone, 2000, p.3) Therefore, re-examining students' attitudes toward the benefits of learning American and British Literature is both necessary and valuable When students recognize the importance of a subject, their academic performance tends to improve David Ausubel's theory of Meaningful Learning further reinforces this perspective, highlighting the connection between awareness and effective learning.
David Ausubel, influenced by Chomsky's theories on the abstract nature of human behavior, developed the meaningful learning theory, which emphasizes understanding over rote memorization Unlike the behaviorist approach that relies on repetitive feeding of information, Ausubel’s theory promotes a more logical and autonomous learning process, enabling learners to connect new material with their existing knowledge for deeper comprehension.
Learning occurs naturally when individuals connect new information to their existing knowledge, as highlighted by Brown (2000) This process is often unconscious, allowing learners to integrate new experiences seamlessly into their cognitive framework In contrast, rote learning focuses solely on memorizing and accumulating facts without fostering deeper understanding or connections.
Meaningful learning involves connecting new information to existing knowledge within cognitive structures, rather than treating new material as isolated and arbitrary As Ausubel (1968, cited in Brown, 2000, p.83) notes, without this connection, learning lacks significance and fails to establish meaningful relationships.
Despite their differing strategies, both behavioristic and cognitive methods lack a clear distinction, as material can be learned through either approach Meaningful learning plays a crucial role in enhancing a learner's long-term memory, enabling them to retain information more effectively When learners engage with the language they are studying, they activate their memory, allowing for more coherent language use This ongoing process of connecting new information with existing knowledge gradually enhances their language skills and experience Like a sponge, their memory absorbs new information while retaining previously acquired knowledge Additionally, as learning occurs automatically and unconsciously, it fosters learning autonomy, as learners begin to recognize the logic and meaning in their studies, igniting a desire for further exploration.
The theory significantly impacts students' learning of American and British Literature, particularly within the contemporary Vietnamese context Vietnamese Literature education in pre-university settings has faced criticism for its outdated and flawed approach This traditional, teacher-centered method promotes teachers as the sole providers of knowledge, limiting students to mere repetition of what they have learned, rather than fostering independent interpretation and understanding.
In the American/British Literature classroom, Vietnamese students often rely on teachers’ interpretations or online sources, leading to a rote learning approach where they memorize information for exams This method undermines their self-confidence and critical thinking skills, as they feel compelled to conform to their teachers' views rather than developing their own insights, which are crucial for understanding literature (Rosenblatt, 1995) The growing concern is that this reliance on imposed interpretations stifles creativity and generates inertia in the learning process, making students less likely to seek change or explore diverse perspectives (Eaglestone, 2000) Ultimately, this approach limits the exploration of significant ideas about literature and its relevance to our lives and the world around us.
Meaningful learning goes beyond memorization; it demands a deep understanding of the material When students engage in meaningful learning, they sharpen their minds and enhance their critical thinking skills While rote memorization may seem easier, truly grasping new concepts takes time and effort, ultimately leading to more rewarding outcomes In the context of learning Literature, critical thinking is essential for students to formulate their own interpretations and comments based on concrete evidence from the text This study posits that fostering critical thinking is crucial for nurturing students' interest in American and British Literature.
In the book ‘Principles of learning and teaching,’ Brown has described
Ausubel’s two criteria to determine if a learning situation is meaningful Any learning situation can be meaningful if:
(a) learners have a meaningful learning set – that is, a disposition to relate the new learning task to what they already know, and
(b) the learning task itself is potential meaningful to the learners – that is, relatable to the learners’ structure of knowledge
The second condition emphasizes the importance of previous experiences in the Literature learning process, as they play a crucial role in enhancing a student's understanding and insight into the subject.
2.5.2 Relevant personal experiences and their affect to the learning of Literature
Literature is an essential reflection of life, as affirmed by numerous writers who emphasize its connection to human experiences Sage (1987) highlights that literature captures a diverse range of human concerns and is deeply intertwined with daily activities, stating that it both mirrors and illuminates our lives Barnet (2006) further supports this notion, reinforcing the idea that literature serves as a vital lens through which we can understand the complexities of human existence.
Literature serves as a representation of essential human experiences, as highlighted in the words of Lady Murasaki from The Tale of Genji The writer's deep emotional connection to their own life and the lives of others compels them to share these stories, ensuring that significant moments and lessons are not forgotten This passionate urge to communicate important truths underscores the timeless relevance of literature in capturing and preserving the essence of human experience.
To truly understand a literary work and connect with its characters, plot, and underlying messages, readers must share similar feelings and experiences with the author As Carter and Long (1991) noted, while this connection is often indirect, it allows readers to relate to the text in a direct manner Personal experiences serve as essential tools for readers, enhancing their engagement and comprehension of the narrative.
An intense response to a literary work is rooted in the reader's existing capacities and experiences (Rosenblatt, 1995) Inexperienced readers may passively engage with the story, making it less likely for them to connect with the plot and characters' psychology This engagement is crucial for a comprehensive literary experience, as highlighted by Madden (2007), who emphasized that involvement is a key component of literature, which inherently seeks to engage its audience.
Reading a science text emphasizes the importance of gathering information for future application, while engaging with poetry, plays, or fiction invites personal involvement and emotional connection, aiming to evoke feelings and shared experiences.
DELIMITATION OF THE STUDY
Before discussing and examining any factors that might relate to students’ interest in learning Literature, a question is unavoidably risen: what is Literature?
Determining what constitutes literature for the Director Board of DELL involves examining the Literature program designed for major students at DELL-USSH, as outlined in the course syllabus and the rationale behind selected literary works To reinforce this perspective, Barnet’s assertion that literature encompasses works that articulate aspects of human life in memorable language is particularly compelling (Barnet, 2006, p.6) Consequently, while certain lines may be memorable and informative, they do not qualify as literature, as they merely convey information about the calendar without reflecting human experience.
All the rest have thirty-one
Which has twenty-eight in fine,
Till leap year gives it twenty-nine
The scope of literature, as defined by Barnet, encompasses various forms such as short fiction, poetry, drama, and film; however, this study will focus exclusively on short fiction This focus is justified by the fact that over ninety percent of students' literature courses concentrate on this genre (Appendix 5) Sage (1987) emphasizes that short stories are designed to create a strong immediate impact and engage readers quickly Moreover, short fiction serves as an invaluable resource for examining both language and life, as it portrays characters engaging in real and symbolic actions reflective of everyday experiences, expressed through diverse registers and tones.
Therefore, from now on, whenever the study mentions a literary text or a literary work, the researcher means it to be a short story.
AMERICAN/BRITISH LITERATURE TEACHING AND
In the DELL program at USSH, literature learning is introduced to students in their second academic year and continues into their senior years Since the 2006 academic year, DELL has offered three distinct majors for students who have completed their initial two years of language skills and foundational courses During these first two years, students must complete essential modules in Listening, Speaking, Reading, Writing, and Grammar, alongside gaining a broad understanding of American and British Culture, Linguistics, Literature, and Translation Therefore, completing these required courses is essential before students can choose their specific majors.
From that viewpoint, all students will have to study the courses
The Introduction to Literature course, worth 3 credits and consisting of 9 class meetings, focuses on analyzing notable short stories from 20th-century Modernism in Britain and America This course aims to develop essential skills in reading, analyzing, and critiquing literary works while enhancing students’ literary sensitivity, critical thinking, and life experiences Students will engage in group discussions, class presentations, and writing responses, with evaluations based on mid-course and final tests, as well as additional assessments determined by the instructor.
2.7.2 The most frequently-used method in Literature teaching and learning in DELL-USSH
Before conducting the study, the researcher held informal interviews with teachers of American/British Literature and senior students to identify the most frequently used activities in Literature classes The goal was to determine whether these activities were appreciated by students and how they influenced their interest in the subject Among various teaching methods, student presentations emerged as the most commonly utilized approach by the interviewed educators Despite differing rationales for implementing presentations, all teachers recognized this method as accessible and effective for engaging students in Literature lessons Research suggests that effective presentations enhance comprehension and retention, thereby sustaining students' concentration and interest in the learning process.
The primary teaching method employed by Literature instructors in DELL warrants a thorough evaluation of its effectiveness and its potential to boost student engagement in American and British Literature classes.
SUMMARY
This chapter provides an overview of relevant literature on the thesis topic, clarifying definitions of motivation in teaching and learning It identifies the relationship between students' intrinsic motivation and their interests, while also reviewing previous studies in the field to establish clear boundaries for the thesis Consequently, the research questions for the study will be developed in Chapter 3.
R ESEARCH METHODOLOGY
RESEACH QUESTIONS OF THE STUDY
The questions explored in this study include:
1 How much are the English majors of DELL-USSH interested in learning American/British Literature?
2 What are the factors that affect their interest in learning American/British Literature?
RESEARCH DESIGN
This research design outlines the participants involved in the study, details the research tools utilized, including a questionnaire and semi-structured interviews, and explains the procedures for data collection and coding.
The study involved 190 fourth-year students from DELL – USSH, with data collection scheduled near the end of the semester to avoid disrupting their studies Questionnaires were distributed during final test days to maximize participation; however, this approach proved ineffective as students' anxiety affected their responses, leading to unreliable data Consequently, the researcher opted to conduct the survey during regular class sessions, allowing students to complete it in a more relaxed state This change in timing resulted in some major students missing the survey due to their absence from class on the designated day.
Below is some information about the study population:
4 Distribution of valid study population by gender
Distribution of the valid study population by class
The classes’ names come from their Vietnamese abbreviation for each major, namely BPD stands for Biên Phiên Dịch (Translation and
Interpretation), NH-DT Ngữ học Dạy tiếng (Linguistics and Language
Training) and VH-VH Văn hóa Văn học (Culture and Literature) The number after each name signals the order of the classes
The students were chosen on the following basis:
Despite their diverse majors in English—ranging from Translation and Interpretation to Linguistics and Language Training, as well as Culture and Literature—all students completed the required Introduction to Literature course This common foundation provided them with comparable knowledge and background, allowing for effective participation in the research.
The researcher did not participate in teaching American or British Literature, which allowed the respondents' answers to the questionnaire to remain unbiased and unaffected by any personal feelings toward the researcher This approach significantly enhanced the reliability of the data collected in the study.
The study utilized two primary instruments: a questionnaire and semi-structured interviews The semi-structured interview format was selected for its flexibility, enabling the interviewer to adapt questions and explore topics in greater depth based on the interviewee's responses, while still adhering to a pre-planned set of specific topics and questions.
The data collection utilized questionnaires divided into two main sections The first section gathered optional personal information, including name, date of birth, gender, class, and mobile phone number, which facilitated potential follow-up interviews while allowing subjects to bypass any sensitive questions The second section focused on assessing the subjects' interests and attitudes toward studying Literature, aiming to identify factors influencing their engagement To ensure clarity and comfort in expressing their views, the questionnaires were provided in Vietnamese.
The second part of the questionnaire featured 15 items aimed at gauging students' interest in Literature and identifying influential factors It was divided into two sub-groups: the first three questions assessed students' concern for studying Literature, while the subsequent questions explored various factors impacting their interest in the subject Detailed insights into this section are provided below.
how the subjects self-assess their interest in learning American/British Literature (Question 1)
American and British Literature captivates students for various reasons, with many expressing their interest due to the subject's mandatory nature, admiration for their teachers, recognition of its relevance to their studies and lives, or other personal motivations.
Many individuals express a lack of interest in American and British Literature for various reasons Some find the subject inapplicable to their personal or academic pursuits, while others deem it irrelevant to the broader study of English Additionally, the perceived difficulty and unsuitability of the material for students at certain proficiency levels can deter interest Ultimately, these factors contribute to a disconnection from the literary works of these regions.
The purpose of Questions 2 and 3 was to investigate the motivations behind students' interest in learning American and British Literature Students were instructed to respond to either Question 2 or Question 3 based on their preferred approach to studying Literature, as determined by their answers to Question 1.
The role of teachers in Literature significantly influences students' awareness of the subject's relevance and benefits This article explores how educators can foster interest and engagement in Literature, highlighting their impact on students' appreciation and understanding of the material.
whether the subjects could acknowledge the need and benefits of studying Literature themselves (Question 5)
why the subjects like a certain story that they have learnt (Question
6) Six options were provided: because of the language (6.1), plots (6.2), topics (6.3), themes and messages (6.4), characters (6.5), or other ways (6.6)
The lack of interest in a particular story can be attributed to various factors, including the language used (7.1), the plot structure (7.2), the topics covered (7.3), the themes and messages conveyed (7.4), the development of characters (7.5), or other reasons not specified (7.6).
The article invites feedback on the Literature teaching method and style, as well as the role of student presentations in class By posing open-ended questions, it encourages participants to share their thoughts freely, aiming to gather a wide range of insights and comments from the subjects.
what their difficulties are among the necessary skills and knowledge that support them to deal with American/British Literature (Question
The article presents various skills and competencies, including Reading skills (Question 10.1), Writing skills (Question 10.2), Speaking skills (Question 13.3), Listening skills (Question 10.4), and Grammar competency (Question 10.5) Additionally, it emphasizes the importance of understanding human behaviors, society, and culture (Question 10.6), along with other potential methods of skill development (Question 10.7).
whether they have ever encountered difficulties in understanding certain stories due to their lack of relevant life experiences (Question
The article explores whether students voluntarily engage with additional literature, such as short stories or novels, in Vietnamese or English, independent of teacher prompts It highlights the significance of exposure to literature in a learner's first language, referencing Carter and Long's (1991) assertion that the development of language competence in second or foreign language learners is influenced by their familiarity with their native literature.
how the students self-evaluate their time spent on reading extra stories (Question 13)
SUMMARY
This chapter outlines the study population and details the methodology used for data collection, including the use of questionnaires and interviews It further explains the process of encoding the collected data The insights gained will be utilized to address the research questions in the subsequent chapter, Findings and Discussion.