Rationale
Following the historic upheaval, Vietnam has experienced significant transformations in its economy, politics, and culture The open-door policy has fostered diplomatic relationships globally, making English an essential means of communication As the primary international language, English facilitates access to global scholarship and trade, leading to its inclusion as a compulsory subject in Vietnam's curriculum Consequently, there has been a heightened focus on the teaching and learning of English throughout the country.
In high school English education, speaking skills are essential and should be taught alongside listening, reading, and writing However, various objective and subjective factors often lead to the integration of speaking with other skills or its neglect altogether As a result, students frequently do not enjoy speaking activities and struggle to engage in them effectively.
At Hoa Lu A High School, as in many other Vietnamese high schools, English has been a mandatory subject in the secondary curriculum for several years However, the emphasis on grammar and vocabulary, driven by the requirements of high school and university entrance exams, has led to a neglect of speaking skills among students.
With six years of experience teaching English at the high school level, I have identified several key factors influencing language learning success, including aptitude, age, personality, and motivation Among these, motivation stands out as a crucial element, particularly in developing speaking skills It is clear that motivated students are more likely to engage effectively in the learning process, especially when encouraged from the very beginning.
- up stage, their speaking will be completed more successful and their difficulties in speaking will no longer exist
All the above mentioned reasons have inspired the writer to conduct a research title “How to motivate the 10 grade students in the speaking skill at Hoa Lu A high school”.
Aims of the study
The aims of the study are:
- To investigate the current situation of teaching and learning speaking skill in grade 10 at Hoa Lu A high school
- To identify types of the motivation and factors affecting students’ motivation in learning speaking skill
- To suggest speaking teaching techniques used to motivate students to take part in speaking activities.
Research questions
The study intends to find out the answers to the following questions:
1 What are the types of motivation possessed by Grade 10 students in learning speaking English?
2 What have teachers done to motivate students in learning speaking English?
3 What are students’expectation of speaking teaching?
Methods of the study
This study will utilize both quantitative and qualitative research methods, gathering data from two key sources: 10th-grade student respondents and English teacher respondents at Hoa Lu A High School in Ninh Binh.
Data collection will involve two questionnaires—one targeting students and the other for teachers—alongside informal interviews with students The study's comments, recommendations, and conclusions will be grounded in the analysis of this data.
Scope of the study
Research on motivation and its impact on second language acquisition has garnered significant attention from scholars This M.A minor thesis specifically examines the types of motivation among Grade 10 students in learning to speak English, explores the activities employed by teachers to enhance student engagement in speaking, and assesses students' expectations regarding these teaching methods Additionally, the study offers recommendations for educators to effectively motivate students to improve their speaking skills in English.
Design of the study
The study is divided into three parts: the Introduction, the Development and the Conclusion
Part A: Introduction - deals with the rationale, aims, research questions, methods, scope, design of the study
Part B: Development - consists of four chapters
Chapter I - Theoretical Background - is intended to give some theoretical background related to motivation and speaking
Chapter II - Methodology - presents the Research site, Methodology (including the participants, instruments, data collection and analysis procedure)
Chapter III - Major findings, discussions - shows major findings and discussions
Chapter IV – Recommendations - offers some recommendations for teachers to motivate students to speak more in speaking lesson
Part C: Conclusion - conclusion, limitations of the study, suggestions for further research.
Theoretical Background
Motivation in second language learning
Motivation plays a crucial role in language education, significantly impacting second language (L2) achievement and proficiency High levels of motivation often correlate with greater success in L2 learning, as motivated learners tend to engage more actively in their studies In contrast, unmotivated learners can contribute to disruptions in the classroom Thus, a comprehensive understanding of motivation is essential for fostering effective language learning environments.
Motivation, as defined by Williams and Burden (1997:20), is a cognitive state that triggers the decision to take action, leading to sustained intellectual or physical effort aimed at achieving a specific goal.
Another linguist, Woolfolk (2001:366) defines motivation as “an internal state that arouses, directs, and maintains behavior”
Motivation plays a crucial role in determining why individuals choose to engage in specific activities, the intensity of their efforts, and the duration of their commitment, as noted by Dornyei (2001) Brown (2000) also emphasizes the significance of motivation in driving sustained engagement in tasks.
“motivation is some kind of internal drive which pushes someone to do things in order to achieve something”
Different researchers define motivation in various ways, but this study adopts Gardner's (1982) definition, which consists of three key elements: effort, desire, and affect Effort relates to the time and energy dedicated to language study, while desire reflects the learner's ambition to achieve proficiency Affect pertains to the emotional responses associated with learning the language Gardner also emphasizes that motivation encompasses four aspects: a goal, effortful behavior, a desire to reach that goal, and positive attitudes towards the learning activity He highlights the crucial interplay between effort and desire in achieving language learning objectives, stating that motivation is the combination of these elements along with favorable attitudes towards language acquisition (1985).
Gardner and Lambert (1972: 10) distinguished integrative and instrumental as two types of motivation
Integrative motivation: Motivation has been identified as the learner's orientation with regard to the goal of learning a second language (Crookes and Schmidt
Successful language learners often have a strong affinity for the speakers of the target language and a deep appreciation for the associated culture This type of motivation, known as integrative motivation, plays a crucial role in helping learners achieve proficiency, especially when they immerse themselves in a community where the language is spoken For individuals residing in such communities, integrative motivation becomes essential for social interaction and integration, ultimately facilitating their journey to becoming active members of that society.
6 acquisition of a wide range of registers and a nativelike pronunciation" (Finegan 1999:568)
Instrumental motivation refers to the practical benefits of learning a new language, emphasizing its value for academic or career advancement This form of motivation is driven by the desire to achieve tangible outcomes, such as meeting educational requirements, enhancing job prospects, earning higher salaries, or accessing specialized materials Typically associated with second language acquisition, instrumental motivation often occurs in contexts where social integration with native speakers is minimal or not a priority.
Intrinsic motivation is defined as the drive to engage in an activity for its own sake, without the need for external rewards or punishments (Woldkowski, 1999) This form of motivation arises from the natural desire to tackle challenges while pursuing personal interests and utilizing one's abilities Key factors that support intrinsic motivation include competence, which is the confidence in one's skills; autonomy, the ability to carry out tasks independently; and relatedness, the connection with others, such as helping those in your social environment While traditionally viewed as a unidimensional concept, recent research by Vallerand and colleagues (as cited in Dornyei, 2001) suggests that intrinsic motivation can be categorized into three distinct subtypes.
+ To learn: engaging in an activity for the pleasure and satisfaction of understanding something new, satisfying one’s curiosity, and exploring the world
+ Towards achievement: engaging in an activity for the satisfaction of surpassing oneself, coping with challenges, and accomplishing or creating something
+ To experience stimulation: engaging in an activity to experience pleasant sensations
Extrinsic motivation, as noted by Harmer (2001), arises from external factors such as the desire to pass an exam, the expectation of financial rewards, or the potential for future travel Dornyei (2001) highlights that self-determination theory categorizes motivation along a continuum from intrinsic (self-determined) to extrinsic (controlled), based on how much regulation is internalized by the individual There are four distinct types of extrinsic motivation that can be identified within this framework.
+ External regulation refers to the least self-determined form of extrinsic motivation, coming entirely from external sources such as rewards or threats (e.g the teacher’s praise or parental confrontation)
+ Introjected regulation involves externally imposed rules that the students accept as norms to be followed in order not to feel guilty (e.g rules against playing truant from class)
Identified regulation refers to the motivation behind engaging in activities that an individual values and identifies with, recognizing their importance For instance, a person may learn a language to enhance their hobbies or interests, demonstrating how personal relevance drives behavior.
Integrated regulation represents the highest level of extrinsic motivation, characterized by behavior that aligns seamlessly with an individual’s values, needs, and identity For instance, learning English can be seen as a choice driven by the desire to embrace a cultured, educated cosmopolitan identity.
Scholars widely acknowledge the interplay between intrinsic and extrinsic motivations in language learning and teaching, highlighting their significant roles Consequently, learners may be driven by internal or external factors, influenced by the specific circumstances and conditions surrounding their learning activities.
I.2.3 Global motivation : Brown (1994) definies global motivation as a general orientation to the goal of an L2 learning which may be affected by such factors as previous education, social factors as well as the teachers’attitudes
I.2.4 Situational motivation : refers to the learning context: classroom, total environment assumed to be influenced by teacher action Brown (1994) distinguishes the difference in situational motivation according to the situation in which learning takes place Thus the motivation in the classroom setting differs from that in natural setting
I.2.5 Task motivation : This motivation occurs when learners are performing some particular tasks in learning performance An attractive task designed by the teacher in class may encourage learners to invest their effort and energy in
I.2.6 Resultative motivation : In some cases, motivation is the result of learning
Hermann (1980) stated that “it is success that contributes to motivation rather than vice
According to Ellis (1997), the relationship between motivation and achievement is interactive; while high motivation enhances learning, experiencing success in achieving second language (L2) goals can sustain current motivation levels and foster new forms of motivation.
I.3 Factors affecting learners’motivation in language learning
Speaking in second language learning
Speaking is a complex skill that encompasses more than just pronunciation; it involves using the correct sounds, rhythm, intonation, and word choice to effectively convey meaning (Mackey, 1965, cited in Bygate, 1997) To excel in speaking, students must master the appropriate forms, arrange them correctly, and emulate native pronunciation while ensuring clarity of meaning Additionally, Bailey (2005) emphasizes that speaking is fundamentally a productive oral skill.
Speaking is the systematic production of verbal utterances to convey meaning, as noted by Chaney (1998) It involves building and sharing meaning through both verbal and non-verbal symbols across various contexts.
II.2 Importance of speaking in language teaching and learning
Speaking is a crucial language skill that distinguishes proficiency among learners According to Pattison (1992), mastering a language involves the ability to communicate verbally, highlighting the significance of speaking in language acquisition.
14 language More than this, Ur, P (1996) shows that people who knows a language are referred to as “speaker” of that language as if speaking included all other kinds of knowing
Oral English significantly enhances the development of reading and writing skills, as highlighted by Rivers (1968), who states, “when we read and write, we call upon what we know of the language orally” (p 20) He emphasizes the essential connection between reading and speaking, suggesting that students who engage in oral English while reading can improve their comprehension Furthermore, a student's proficiency in English directly affects their reading ability; those with weaker oral skills often struggle with reading Rivers also asserts that writing is closely linked to oral proficiency, reinforcing the idea that strong oral skills are foundational for effective reading and writing.
II.3 Approaches to the teaching of speaking
II.3.a The Grammar - translation Method
The Grammar-Translation Method focuses on teaching students grammar analysis and translation between languages, but it falls short in developing their speaking skills Consequently, this approach does not effectively enhance English learners' fluency, oral production, or communicative competence, making it less suitable for those aiming to improve their spoken English.
II.3.b The Direct Method and Audio - lingual Method:
The Direct Method prioritizes "everyday vocabulary and sentences" and conducts lessons entirely in the target language, focusing on oral introduction of new teaching points rather than written forms This approach emphasizes speaking and listening skills, which are practiced through a structured progression of question-and-answer exchanges between teachers and students.
The Audio-Lingual Method focuses on teaching speaking through repetition, where students practice reciting memorized dialogues and sentences from textbooks This approach emphasizes repetition drills to help students become familiar with the sounds and patterns of the language.
15 structural patterns of the language In short, memorizing patterns did not lead to fluent and effective communication in real - life situations (cited in Bailey, 2005:17)
II.3.c Communicative Language Teaching : At the end of the 1960s, the Audio -
The Lingual Method faced significant criticism from American sociolinguistics and British functional linguistics for its narrow approach to language study Traditional methods such as Grammar Translation, Direct Method, and Audio-Lingual Method failed to facilitate fluent and effective communication in real-life situations In response, Communicative Language Teaching (CLT) emerged, aiming to enhance communication competence In CLT classrooms, learners are encouraged to actively participate and learn independently, fostering interaction among small groups to maximize language use, information sharing, and meaning negotiation.
Types of stimulating activities in teaching speaking skill
Following a content-based lesson, initiating a discussion serves multiple purposes, such as reaching conclusions, sharing ideas about events, or solving problems within discussion groups To ensure the discussion remains focused and productive, it is crucial for the teacher to clearly define the purpose of the activity beforehand This approach keeps the discussion points aligned with the intended goals, preventing students from veering off into unrelated topics.
Role-play is a highly effective teaching method that can significantly enhance English language learners' communicative skills According to Maxwell (1997), engaging students in authentic role-play scenarios not only boosts their motivation and learning attitudes but also improves their speaking abilities By incorporating role-play into lessons, teachers can create dynamic learning environments that encourage active participation and facilitate language acquisition.
Maxwell (1997) highlighted the limitations of traditional English teaching methods and emphasized the need for more diverse approaches, such as role-play, to enhance L2 learning Role-play serves three key purposes: it improves students' speaking abilities, boosts their motivation and attitudes toward learning a second language, and helps them overcome shyness The ultimate goal of role-play is to enhance both verbal and nonverbal communication skills while connecting previously acquired knowledge in various contexts (Maxwell, 1997) In Vietnamese classrooms, where students often lack opportunities for conversational practice, role-play emerges as an effective strategy to encourage public speaking and foster language proficiency.
Simulations, while akin to role-plays, stand out due to their complexity and depth They offer an immersive communicative environment that mirrors real-world systems, allowing students to engage actively in predetermined roles within a group Crucially, as participants immerse themselves in the simulation, the distinction between the simulated experience and reality diminishes, enhancing the overall learning experience (Crookall & Oxford, 1990).
Games serve as effective tools for enhancing student motivation in speaking activities As Carrier (1980) notes, "Games stimulate students’ participation and give them confidence." Hadfield (1987) categorizes language games into various types, including sorting, ordering, or arranging games; information gap games; guessing games; matching games; labeling games; and puzzle-solving games.
Using language games, which have long been advocated for assisting language learning, in speaking classes seems to be a good choice for the following reasons:
Games enhance student engagement in language learning, which can often be perceived as challenging and tedious They motivate students to maintain their interest and commitment, crucial for achieving long-term language acquisition By incorporating games, educators can help sustain both interest and effort, making the learning process more enjoyable and effective.
* The variety and intensity that games offer may lower anxiety and encourage shyer students to take part in speaking classes positively, especially when games are played in small groups
Games enable teachers to create engaging contexts where language becomes meaningful and practical By participating in these activities, students are motivated to understand their peers and articulate their own opinions or share information effectively.
Games in education are designed to be student-centered, allowing learners to take an active role in gameplay In these settings, students often assume leading roles while teachers act as facilitators, guiding the learning experience.
Incorporating drama and drama activities into language learning offers significant benefits, as it encourages students to engage in speaking and communication, even with limited vocabulary, through non-verbal cues like body language and facial expressions Additionally, Desiatova (2009) highlights several key areas where drama serves as a powerful tool for both language learners and educators, enhancing the overall learning experience.
* To give learners an experience (dry-run) of using the language for genuine communication and real life purposes; and by generating a need to speak Drama is an
To effectively encourage learners to deduce the meanings of unfamiliar language within context, it is essential to utilize a combination of language structures and functions, often referred to as "chunks." This approach not only enhances their communication skills but also fosters a deeper understanding of the language.
* To make language learning an active, motivating experience
Empowering learners to build confidence and self-esteem in language use is essential for spontaneous communication By assuming different roles, students can step away from their everyday identities and embrace new characters, which helps them overcome shyness Assigning specific roles encourages students to fully engage with the character, fostering a more dynamic and fearless approach to language learning.
Integrating real-world experiences into the classroom enhances problem-solving skills and encourages research through the use of drama This approach allows teachers to incorporate cross-curricular content, enabling students to act out historical scenes and explore relevant ideas across various subjects Additionally, drama serves as a valuable tool for introducing the culture of a new language, offering insights into its stories and customs while providing context for understanding diverse behaviors.
* To emulate the way students naturally acquire language through play, make- believe and meaningful interaction
* To make what is learned memorable through direct experience and affect (emotions) for learners with different learning styles
Dramatization engages students through multiple sensory channels—sight, hearing, and physical movement—allowing each student to connect with the activity in a way that resonates best with them This active involvement ensures that language acquisition occurs through the most effective medium for each individual learner.
* To stimulate learners' intellect and imagination
* To develop students' ability to empathize with others and thus become better communicators
* Helps learners acquire language by focusing on the message they are conveying, not the form of their utterance
Stories are essential for children's development, as they stimulate imagination and enhance understanding of the world Additionally, storytelling fosters language skills and nurtures a love for literature.
Short stories are an effective tool for teaching the four language skills across all proficiency levels According to Murdoch (2002: 9), when chosen and utilized correctly, short stories can significantly enrich English Language Teaching (ELT) courses, particularly for learners at intermediate proficiency levels.
The primary reason to recommend storytelling in the EFL speaking classroom is that stories are motivating and immensely interesting, can best attract listeners and promote communication
Previous studies
Numerous studies by Vietnamese researchers focus on teaching speaking skills, with several examining ways to motivate students to engage in English speaking lessons These researchers propose specific activities in their M.A thesis in linguistics aimed at encouraging student participation in speaking exercises.
In recent studies, several educators have explored effective strategies to enhance student motivation in English speaking activities across various institutions Nguyen Hong Minh proposed three motivational methods for students at the Banking Academy's Bacninh branch, while Lai Thi Dua emphasized the use of information gap activities to engage first-year non-English majors at Phuong Dong University Vu Thi Kim Loan highlighted the role of visual aids in motivating first-year non-major English students at Hanoi Tourism College Similarly, Dang Thuy Chi focused on using pictures to encourage tenth graders at Le Quy Don High School to participate in speaking activities Nguyen Thi Thanh My introduced language games as a motivational tool for tenth-grade non-English majors at Phan Boi Chau Specializing High School in Nghe An Additionally, researchers like Nguyen Thi Anh Duong have examined factors influencing motivation in learning English speaking skills in their M.A theses in linguistics.
The motivation of 10th-grade students in English speaking classes is influenced by various factors, as explored in Luu Thi Lan's research on students at Yendinh 1 High School Additionally, Tran Thi Thanh Xuan's M.A thesis examines motivation in learning speaking skills among second-year non-English majors at Hanoi University of Education, highlighting the significance of understanding motivational dynamics in educational settings Both studies underscore the importance of motivation in enhancing speaking skills among students at different educational levels.
This chapter examines key theories related to motivation in second language learning, the importance of speaking skills, and various stimulating activities that enhance teaching speaking proficiency These foundational concepts provide a solid theoretical framework to support the successful completion of my thesis.
Methodology
Overview of the research site
Hoa Lu A High School, established in 1972 in Thien Ton town, Hoa Lu district, Ninh Binh province, has become a trusted institution for students and parents alike over its 40-plus years of development This public school features 27 classes and employs over 70 teachers across various subjects, serving approximately 1,200 students in grades 10, 11, and 12, with each grade consisting of 9 classes and an average of 35 students per class.
42 students in a class Most of the students come from nearby villages
In the 10th grade, there are 361 students, primarily aged 16, with a few 17-year-olds These students have been studying English as a foreign language for four years in Junior High School, with some having started their English education in Primary School Currently, they engage in three English classes each week.
At Hoa Lu A High School, there are currently nine Vietnamese English teachers, comprising five females aged between 31 and 43 Their teaching experience ranges from 6 to 16 years, with one teacher holding a Master's degree from Vietnam National University, Hanoi - University of Languages and International Studies, while another is pursuing a Master's degree at the same institution Additionally, four of the nine teachers are graduates from this university.
The English teachers at Hoa Lu A High School are dedicated and approachable, fostering a supportive learning environment Among them are 23 graduates from Vietnam National University, Hanoi - University of Languages and International Studies, alongside others from Hoa Lu University Their enthusiasm for teaching and openness to innovative methods contribute to a dynamic educational experience.
Hoa Lu A High School utilizes a new English textbook, developed by Hoang Van Van et al., which adheres to a standard syllabus and incorporates learner-centered and communicative approaches The textbook, Tieng Anh 10, features 16 units divided into five key components: reading, speaking, listening, writing, and language focus It emphasizes both linguistic knowledge and the development of essential skills, with a dedicated lesson for speaking in each unit aimed at enhancing students' communicative competence in English.
I.4 Teaching and learning English in 10 th Form
In English lessons, traditional teaching aids like blackboards and textbooks dominate, with cassettes introduced for listening exercises over the past six years Classrooms are overcrowded, limiting opportunities for engaging activities, and there are no competitions or outdoor events for students While students recognize the importance of English for university entrance exams, they undervalue the significance of speaking skills Although English tests assess language ability, speaking exams are not conducted, leading to generally poor English proficiency among students Their limited exposure to English in the classroom hampers their communicative skills, resulting in significant challenges in teaching English, particularly in speaking.
Methodology
The participants of this study consist of 6 teachers of English teaching the 10 th form students at Hoa Lu A High School Besides, 120 students at this school from six
10 th form classes are randomly selected from 361 students.
1 1 The students
The subjects of the study are a sample of 120 in the 10 th form randomly selected at Hoa Lu A High School They are from six classes, 10A, 10B, 10 C, 10 K,10H, 10I
Nearly 90% of the individuals originate from rural areas, with the remainder being city dwellers Their English proficiency levels vary significantly, particularly in speaking skills While a few demonstrate strong speaking abilities and actively participate in classes, the majority tend to be passive and quiet.
1 2 The teachers
The 6 teachers of English who are currently teaching the 10 th form are asked to complete the questionnaires for teachers Among them, there are one male and 5 females Their ages range from 31 to 39 They have been teaching English at Hoa Lu A High School from 6 to 13 years One of them got M.A degree at Vietnam National University, Hanoi - University of Languages and International Studies
II.2 The data collection instruments
Data for the study was obtained with two different instruments: questionnaire and informal interview.
2 1 The questionnaire
The study intends to find out the answers to the 3 following questions:
1 What are the types of motivation possessed by Grade 10 students in learning speaking English ?
2 What have teachers done to motivate students in learning speaking English ?
3 What are students’expectation of speaking teaching ?
Two questionnaires were developed, one targeting students and the other for teachers, featuring both close-ended and open-ended questions This approach was selected for its ease of construction, versatility, and ability to efficiently collect a substantial amount of information in a short timeframe.
The first questionnaire for students consisting of 9 questions was delivered to
A study involving 120 10th-grade students at Hoa Lu A High School aimed to assess their attitudes towards speaking skills and their motivation for learning English It explored the factors influencing their motivation, current methods and techniques used for teaching speaking skills, and students' interests and desires regarding speaking activities.
A second questionnaire comprising nine questions was administered to six teachers at the research site to gather insights on their perspectives regarding student motivation in speaking English It aimed to assess teachers' attitudes toward reluctant speakers and those who make mistakes, as well as to identify the challenges they face in teaching speaking skills at Hoa Lu A High School Additionally, the questionnaire sought to explore the activities and techniques employed by teachers in their instruction.
2 2 Informal interview
An informal interview was conducted in Vietnamese between the researcher and
Six students from the 10A class were randomly selected for informal interviews, each lasting approximately five minutes This conversational format allowed interviewees to freely express and elaborate on their ideas, fostering a cooperative environment without the constraints of a traditional questionnaire.
II.3 Data collection procedure and data analysis
3 1 Data collection procedure
A total of 120 students from six 10th grade classes were randomly selected for the study With the approval of their teachers, questionnaires were distributed to the students The researcher ensured that the students comprehended the questions accurately.
In a study conducted in Vietnamese, participants were given 10 minutes to select their answers to a set of questions Additionally, two informal interview sessions were held with the students, during which the researcher posed questions and recorded their responses.
It was easy for the questionnaire for teachers 6 copies were given to the 6 teachers teaching grade 10, and a date was made for the questionnaire to be given back.
3 2 Data analysis
The data was analyzed using descriptive statistics, focusing on percentages and interpretations Results from the questionnaires were displayed in tables, while insights from the interviews were incorporated as reflective notes and quotations.
Concluding remark
This chapter outlines the research questions, participants, instruments, and the methods used for data collection and analysis The aim is to establish a robust scientific methodology that ensures the reliability and validity of the study's data The following chapter will present the data analysis and discussion.
Major findings and discussion
Questionnaires for students
I.1 Students’attitude towards speaking skill
Questions 1 and 2 are designed to discover Students’attitude towards speaking skill The specific questions and students’responses are shown in Table 1 below:
1 Theo em kỹ năng nói quan trọng như thế nào ?
2 Mức độ thích học nói tiếng Anh như thế nào ?
Table 1: Students’attitude towards speaking skill
A survey of 120 students revealed that 98 participants, accounting for 81.7%, believe that English speaking skills are very important Meanwhile, 19 students, or 15.8%, consider these skills to be rather important, while only 2.5% of respondents placed less emphasis on their significance.
In a recent study, students underestimated the significance of speaking skills, with none evaluating it as important, despite all interviewees acknowledging its critical role in mastering English Their collective insights highlight the essential nature of English speaking proficiency in communication and language acquisition.
S1: “Good speaking English is very important If I speak English well, I can be confidend to communicate with foreign people”
S2: “I have the same ideas, and I want to introduce Ninh Binh tourism city to foreign tourists in all over the world”
S3: “Yes It’s good for my future job”
S4: “I do think so, and I want to go abroad to study”
S5: “Yes, It’s good for me to sing English songs”
S6: “I want to work for a foreign company, so good speaking English is very important”
The result from the questionnaire and informal interview shows that generally the students were aware of the importance of speaking in learning a foreign language
A survey on students' interest in speaking English revealed that 19.2% of students are very interested in participating in English conversations during class Additionally, 34.2% expressed some level of interest, while 39.2% indicated they are indifferent to speaking English Conversely, 7.4% of students reported a lack of interest in using English in class.
In short, most of the students (97.5%) realiazed the importance of speaking skill in EFL acquisition process However, nearly a half is not interested in speaking skill
I.2 Students’motivation in learning speaking English
In this study, the researcher identified various types of motivation among Grade 10 students at Hoa Lu A High School, including integrative, instrumental, resultative, intrinsic, and extrinsic motivation, as discussed in Chapter 1.
3 Tại sao em muốn học nói tiếng Anh?
A Nó giúp em hiểu và nghe bài hát tiếng
B Em muốn đi du học hoặc làm việc cho công ty nước ngoài
C Em nghĩ nó cần thiết cho em trong công việc tương lai
D Nó nâng cao kiến thức ngữ pháp, từ vựng, và ngữ âm
E Nó cho phép em nói chuyện với người nói tiếng Anh và hiểu văn hóa của họ
F Lý do khác (hãy chỉ rõ):………
According to Table 2, a significant 65% of students, or 78 out of 120 respondents, believe that English is essential for their future careers However, only 39.2% (47 students) understand the importance of English in modern life, primarily recognizing it as a tool for communicating with English speakers and appreciating their cultures Additionally, 28.3% expressed a desire to improve their speaking skills to better understand English songs Furthermore, 35% of students viewed speaking proficiency as a way to enhance their grammar, vocabulary, and phonetics, which aids in performing well on tests and exams Lastly, 25% of respondents cited the opportunity to study abroad or work for foreign companies as a key motivation for learning English.
2 students gave other opinion, according to them, they want to learn English because they would take English as a main subject in the university entrance exam
Besides, three interviewees shared their ideas that they want to learn English because “English is good for future job” And here are the rest opinion:
- “I like this subject, If I am good at English, I can be confident to go abroad for holiday”
- “I do like this subject too Moreover, I want to become a translator in the future”
- “I want to learn English because I want to introduce Vietnamese culture to foreign tourists and Ninh Binh tourist”
Grade 10 students exhibit a diverse range of motivations for learning English The predominant motivation is instrumental, with many students aiming to pass university entrance exams, secure good jobs, or study abroad In contrast, fewer students demonstrate integrative and extrinsic motivations, which are driven by an interest in the English language and culture A small number of students are intrinsically motivated, finding joy in the learning process itself Overall, those with instrumental motivation show a strong eagerness to learn English.
I.3 Factors affecting students’motivation in learning speaking English
Chapter 1 identifies three key factors influencing learners' motivation in language learning: learner factors, teacher factors, and teaching conditions This study specifically focuses on the first two factors, emphasizing the roles of learners and teachers in shaping motivation.
A recent survey revealed that 46.7% of students, totaling 56 out of 120 respondents, feel reluctant to speak English due to shyness Additionally, 15% of students find the topics in textbooks or presented by teachers to be boring, while 9.2% indicate that their learning goal is not focused on communication This data highlights a concerning trend for educators, as 22 students exhibit a lack of motivation to engage in spoken English.
A survey revealed that 18.3% of respondents found the teaching methods to be boring, while 22 students expressed alternative views Among these, 9.2% of respondents reported feeling reluctant to speak English due to insufficient grammar skills and a limited vocabulary The same percentage cited poor pronunciation as a barrier, while others indicated that they struggle to understand English, making the learning process challenging.
4 Những yếu tố nào khiến em không sẵn lòng nói tiếng Anh trên lớp ?
B Các chủ đề nói nhàm chán
C Phương pháp dạy nhàm chán
D.Mục đích học của em không phải là để giao tiếp
E Lý do khác (hãy chỉ rõ):…
Table 3.1: Factors affecting students’motivation in learning speaking English
5 Yếu tố nào ngăn cản quá trình nói tiếng Anh của em ?
A Không tìm được từ và cấu trúc diễn đạt
B Không tìm được ý diễn đạt
C Sự thiếu nhiệt tình của giáo viên
D Việc ngắt lời của giáo viên
E.Giáo viên nói quá nhiều trong giờ dạy
F Giáo viên tức giận khi em nói sai
G.Lý do khác (hãy chỉ rõ)……
Table 3.1: Factors affecting students’motivation in learning speaking English
In a recent survey of 120 high school students, 69.2% reported difficulty in expressing their opinions verbally due to a lack of vocabulary and grammatical knowledge Many students exhibited a reluctance to memorize new words and structures previously taught by their teachers Additionally, 44.2% of respondents struggled to articulate their ideas, a challenge likely stemming from insufficient background knowledge in English Other factors affecting their speaking abilities included teachers’ unenthusiasm (0.8%), interruptions (1.6%), anger (5%), and excessive talking (0.8%) Furthermore, 3 out of 120 students indicated that limited opportunities to practice speaking English hindered their progress.
Four interviewees expressed their reluctance to speak in front of peers due to shyness and fear of making mistakes stemming from limited vocabulary and grammar weaknesses One participant noted a lack of cooperation from classmates during group work, while others cited poor pronunciation as a reason for their unwillingness to engage in speaking activities.
In summary, the primary influence on students' motivation in speaking lessons is their own self-perception Many students hesitate to speak due to a lack of vocabulary, ideas, and grammatical skills, which diminishes their confidence Furthermore, shyness plays a significant role, making them reluctant to express themselves in front of their peers.
I.4 Current Methods and Techniques Applied to Teach Speaking Skill
6 Em nghĩ gì về thời lượng nói của giáo viên trong giờ học kỹ năng nói ?
Table 4.1: Current Methods and Techniques Applied to Teach Speaking Skill
According to Table 4.1, a significant majority of students (84.2%, or 101 out of 120 respondents) believe that their teachers' amount of talking during speaking lessons is adequate Only 16% feel that teachers talk a bit too much, while none reported that teachers talk excessively Additionally, 2.5% of students indicated that their teachers talk too little.
According to Table 4.2, 40% of respondents indicate that their teachers frequently highlight and correct their mistakes after speaking tasks, while 35% report that teachers encourage self-correction or peer correction in similar situations Additionally, 19.2% of students note that teachers interrupt to correct mistakes without displaying anger However, 5% express dissatisfaction, stating that teachers often become angry and interrupt when mistakes occur, and a small fraction (0.8%) feels that their mistakes are ignored altogether.
7 Khi em mắc lỗi trong khi nói, giáo viên của em:
A Giận dữ và ngắt lời để chữa lỗi
B Không giận dữ nhưng ngắt lời để chữa lỗi
C Đợi cho em nói xong, sau đó chỉ ra lỗi và chữa lỗi
D Đợi cho em nói xong, sau đó yêu cầu em hoặc các bạn trong lớp chữa lỗi
E Không đả động gì đến lỗi sai của em
Table 4.2: Current Methods and Techniques Applied to Teach Speaking Skills
The data presented in Tables 4.1 and 4.2 reveals that a significant majority of respondents (84.2%) do not express concerns regarding the amount of talking by their teachers during speaking lessons, indicating a high level of student satisfaction with this teaching approach Furthermore, teachers tend to minimize interruptions for corrections while students are speaking, suggesting a greater emphasis on fluency and content over accuracy and form in the classroom.
I.5 Students’interest and desires for speaking activities
8 Em muốn giáo viên của em làm gì để khích lệ em nói ?
A Không ngắt lời khi em mắc lỗi
B Khuyến khích em nói bằng điểm hoặc khen
C Chấp nhận nhiều phương án trả lời của em
D Nhiệt tình, thân thiện và tận tình giúp đỡ
9 Em nghĩ gì về các hoạt động được sử dụng bởi giáo viên trong giờ nói?
- Làm việc theo cặp hoặc theo nhóm
- Sử dụng các phương tiện trực quan
- Đóng vai, đóng kịch hoặc bắt chước vai
Table 5: Students’interest and desires for speaking activities
Questionnaires for teachers
II.1 Teachers’ opinion on students’ motivation in speaking English
1 In which stage of a lesson do you find it necessary to motivate students to speak ?
E All the above mentioned stages
2 What do you think of the importance of speaking to your students ?
A Speaking helps students to improve other language skills and linguistic knowledge
B Speaking can bring students enjoyment and pleasure
C Speaking helps to broaden knowledge of the world
D Student can communicate much through speaking
Table 6: Teachers’ opinion on students’ motivation in speaking English
According to Table 6, all teachers in the study recognized the importance of motivating students to speak throughout every stage of the lesson, from the warm-up to the post-speaking phase Consequently, the teacher's role is pivotal as the primary motivator for the entire lesson.
The findings from question 2 indicated that all teachers recognized the significance of speaking in language learning, with 83.3% agreeing that it enhances student communication This same percentage noted that speaking contributes to the improvement of other language skills and linguistic knowledge, highlighting a strong connection between speaking and these skills Teachers emphasized that reading enriches speaking by providing vocabulary and background knowledge, while listening aids in developing pronunciation, intonation, colloquialisms, and practical speaking models Additionally, 33.3% of teachers reported that speaking brings enjoyment to students and helps expand their understanding of the world.
II.2 Teachers’attitude towards unwilling speakers and mistake makers
3 How do you evaluate your students’ level of participation in classroom speaking activities ?
A My students are very afraid of participating in speaking activities
B My students are quite afraid of participating in speaking activities
C My students are very willing to speak
Table 7.1: Teacher’attitude towards unwilling speakers and mistake makers
According to Table 2.1, all teachers reported that their students fear participating in speaking activities This fear stems from students' shyness, perceived inadequacies in grammar, and a lack of vocabulary, which often leaves them struggling to find the right words, ideas, or structures to articulate their opinions effectively.
4 When your students keep making mistakes, you ……
A are angry and interrupt to correct
B are not angry but interrupt to correct
C Wait untill your students have finished speaking, then point out their mistakes and correct
D Wait untill your students have finished speaking, points out their mistakes and ask them or their classmates to correct them
Table 7.2: Teacher’attitude towards unwilling speakers and mistake makers
Table 7.2 illustrates that teachers' results mirror those of their students During speaking activities, 83.3% of teachers refrain from interrupting to correct mistakes, allowing students to finish before encouraging self-correction or peer correction, while only 16.7% directly correct mistakes This indicates that the teachers prioritize fluency and content over accuracy and form in their instructional approach.
II.3 Difficulties teachers have encountered in teaching speaking at Hoa Lu A high school
According to Table 8, all teachers agree that low English proficiency among students is the primary challenge they face in teaching speaking skills Additionally, 50% of teachers identify large class sizes and student shyness as significant difficulties Furthermore, 33.3% attribute challenges to students' reluctance to speak English, while 16.7% point to a lack of motivation among students.
5 What are the difficulties that you have experienced when teaching speaking to
10 th form students ?(You can choose more than one)
C Students’ reluctance to speak English
Table 8: Teachers’difficulties in teaching speaking at Hoa Lu A high school
II.4 Activities and techniques used by the teachers
6 How often do you use the following activities to motivate your students to participate more in oral activities ?
- Using visual aids (pictures, real objects, or video… )
- Role play, drama, or Simulations
7 What do you often do to make your students interested in speaking activities ? (choose more than one opinion) ?
A Encourage them by good mark
C Design speak tasks suitable to learners abilities
D Accept a variety of students’ answers
E Being enthusiastic, friendly and helpful
Table 9.1:Activities and techniques used by teachers to motivate students to speak
Statistics from 9.1 reveal that while all teachers employed various teaching techniques to engage students in speaking activities, the frequency of these methods varied among educators Notably, 100% of teachers frequently utilized games to encourage students to speak English during lessons Additionally, pair work and group work emerged as key activities in promoting student participation in speaking exercises.
In a recent study, it was found that 42% of teachers consistently provide opportunities for their students to practice speaking However, storytelling is infrequently utilized, with half of the teachers rarely or never incorporating it into their lessons Similarly, discussions are conducted either always or sometimes by 50% of the educators Visual aids are employed sometimes by half of the teachers, while the remainder use them either often (16.7%) or rarely (33.3%) Role play, drama, and simulations are the least utilized, with 16.7% of teachers using these methods frequently and 33.3% using them occasionally.
Engaging students in lessons is a crucial aspect of effective teaching According to a survey, all teachers emphasized the importance of their characteristics and behaviors in capturing student attention To foster participation in speaking activities, educators should be enthusiastic, friendly, and supportive Additionally, 66.7% of teachers reported that providing positive feedback encourages student involvement, while 50% highlighted the importance of designing speaking tasks that align with learners' abilities Furthermore, the same percentage of teachers advocated for accepting a variety of student responses to enhance engagement Interestingly, only 33.3% believed that grades should be a motivator for students.
8 What do you often do to create a close relation with your students in speaking classes ?
A Remain in the teacher’s seat
B Stand in front of the students near the blackboard
C Stand near the students who tend to speak much
D Walk around the class and give help
9 What teaching methods are currently being applied in your speaking lesson ?
Table 9.2:Activities and techniques used by teachers to motivate students to speak
To foster a positive relationship with students and enhance their interest in speaking lessons, teachers at this school employ various strategies The findings indicate that to create a sense of closeness, teachers avoid staying seated at their desks or standing at the blackboard Instead, they actively engage with students by walking around the classroom and providing support, particularly to those who are more vocal.
Most teachers demonstrate a solid understanding of Communicative Language Teaching (CLT), recognizing its emphasis on learner engagement and its ability to foster effective communication and a supportive language environment Notably, 66.7% of educators favor CLT over other teaching methods Nevertheless, 33.3% of participants indicated that they integrate various approaches when teaching spoken English.
Chapter III has presented the data, which were obtained from the two survey questionnaires and informal interview and the detailed description of the data analysis and findings The major types of motivation possessed by the stydents, the activities used by teachers to motivate students in learning speaking and students’expectation of speaking teaching I hope that these findings and discussions are helpful for some recommendations in the next chapter.