LUẬN VĂN TIẾNG ANH: Một cuộc điều tra về tác động của động lực bên ngoài vào quá trình học tiếng Anh của học sinh tại một số trường trung học ở Huế

AN INVESTIGATION INTO THE IMPACT OF EXTRINSIC MOTIVATION…….
Table of contents
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List of figures
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List of tables
Table 4.1: Students’ reasons for learning English Error: Reference source not found
Table 4.2 : Teachers’ difficulties in organizing communicative activities . Error: Reference
source not found
Table 4.3:Teachers’ ways of giving feedback for students’ correct answers Error:
Reference source not found
Table 4.4: Ways of giving feedback for students’ incorrect answers Error: Reference
source not found
Table 4.5: Negative effects of extrinsic motivation on high school students’ English
learning process. Error: Reference source not found
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ABTRACT
The research “An investigation into the impact of extrinsic motivation on the
process of learning English of students at some high schools in Hue” is performed with
an eye to providing high school teachers and students with a deep, comprehensible view
of the role as well as the positive and negative effects of extrinsic motivation on the
process of learning English of high school students. To fulfill the above purposes, the
research paper consists of five chapters .Chapter 1 provides background information,
rationale , the aim of the research and then states three research questions. In the chapter
2, the relevant theories and documents of the previous researchers on this filed are
selected carefully and cited appropriately for the content and scope of this study. Next, in
the chapter 3, the data for this research are gathered from the questionnaires, interviews
and observation sheets. Questionnaire is distributed to 100 students and 15 teachers. The

results taken from questionnaire are clarified and reinforced through in-depth interviews
with teachers and students and observation sheets. The study is continually developed in
the chapter 4. The first section focuses on analyzing the information and discussing
involving the role of extrinsic motivation in the process of learning English of high
school students. The aim of second section is to get an overall view of the positive and
negative effects of extrinsic motivation on the process of learning English of high school
students. In the final section, the research provides best ways of motivating students to
learn English by synthesizing and analyzing students and teachers’ ideas of this matter.
Finally, standing firmly on these reliable foundations, the research draws out conclusion
of the role and the impact of extrinsic motivation, effective suggestions for motivating
students to learn English. Besides, implications for teachers, students are presented with
a view to fostering students’ learning motivation and enhance the efficiency of English
teaching and learning.
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Chapter 1:
INTRODUCTION
&
In this chapter, the researcher will provide the rationale of the research in detail
and specifically. Also, the objectives, scope, significance of the study will be clarified
and three research questions will be put forward.
1.1. Rationale:
It is obvious that thanks to a growth in globalization and integration, English has
enhanced its popularity as an international language all over the world generally and in
Vietnam particularly. Therefore, learning English is the key to open the insight into the
world. For this reason, in Vietnam, nowadays, it comes as no surprise that learning
English arouse young people ‘s interests, especially high school and university students,
for a variety of reasons such as passing the entrance exam at University, getting well-
paid jobs, studying abroad, so on. In particular, for high school students, English is a
compulsory subject in the curriculum at schools. Specially, the current national

curriculum is divided into three majors which is quite equivalent to the majors of the
University entrance exams , which is helpful for students in choosing the majors, subjects
that they like to prepare University entrance exam and English subject maintains its
presence among chart- topping choices. Additionally, in the recent years, the text books
for high school students have a lot of remarkable changes. The text books in general, and
the English text books in particular are classified into the standard text book and
advanced text book, which partly meets the demands of boosting English skill of the
students who want to major in English in the future
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However, it was observed in reality that many students still can’t find out
motivation for learning English especially extrinsic motivation . “Extrinsic motivation
refers to motivation that comes from outside an individual. The motivating factors are
external, or outside, rewards such as money or grades. These rewards provide
satisfaction and pleasure that the task itself may not provide. ( Bainbridge , 2014) for the
following reasons
For one thing, apart from the considerable changes of text books, teacher ‘s
teaching method and still has not changed considerably yet.
Although the new text books focus on teaching and practicing the four English
skills including listening, speaking, reading, writing for students, most English teachers
still only concentrate on mainly teaching vocabulary and grammar. For this reason, most
students are considered as parrots because they only know to learn by heart vocabulary
and rigid grammar rules. This is the cause of the fact that more and more high school
students tend to feel bored and sleepy in English classes because most of them can’t
almost find out any motivation for learning English.
In addition, the content and format of tests and exams aren’t compatible with the
curriculum. As mentioned above, the curriculum revolves around four skills of English ,
whereas the content of test only concentrate on principally vocabulary, grammar, a little
bit writing skills for the entrance exam at University in 2014 . Because of this, to meet

the requirements of the tests of the high school graduation and entrance exams, English
teachers to force to teach totally differently from the content of text books . According to
Minh Nhat (2010) – a prestigious journalist of Phu Nu Ho Chi Minh City Magazine, an
English teacher named Ho Dang Hong Chau at Ta Quang Buu high school , in Ho Chi
Minh city said “It is paradox that the curriculum requires teachers to teach four skills :
reading, listening, writing, and speaking , whilst fifty multiple-choice questions in the
English tests mainly focus on writing skill and grammar. There are also some sentences
including communication situations, but the students only choose the correct answers
( A, B, C or D) and don’t ask students to listen or speak”. Sharing the same point, a
student at Tran Khai Nguyen, Ho Chi Minh city expressed his view “The teachers focus
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on teaching grammar, vocabulary so much , so after having finished the tests , we forgot
immediately .
In final place, many schools still have not fully equipped teaching and learning
English with necessary facilities yet. Many schools have few or no teaching aids such as
projectors, televisions, so on. In addition to this, teachers tend not to pay attention to use
pictures, songs, video clip for illustrating their lesson, making them become livelier,
more attractive, but they only tend to focus on providing essential knowledge for students
theoretically, rigidly, which bring tediousness for students in English classes
Besides, the researcher realized that extrinsic motivation plays a paramount
important part for high school students. The reason is that high school students are in the
late-adolescence, so they have a burning desire to prove themselves and want to receive
the recognition and praise from other people. According to Nakkula& Toshalis (2006,
cited in Anderman , 2009 ), “In contrast to children, adolescents become more aware of
their surrounding and able to direct their own thinking, learning and problem solving.”
Hence, they consider the study as a compulsory and necessary thing to get high marks in
tests, pass the University entrance exam, receive the admiration and respect from friends,
the love of teachers and meet their parents’ expectation. From this, it can be said that the

motivation, especially extrinsic motivation plays a crucial role in students’ English
learning success.
Last but not least, although until now, there have been a number of studies
involving “ Learner Motivation” such as “ Factor influencing learners’ intrinsic
motivation in the process of learning” (Doan Ngoc Ai Phuong, 2010), “ An investigation
of the relationship between motivational strategies & Ss' success in learning English at
upper-secondary schools in Hue" (Ho Thi Ngoc Han, 2002) , so on ,in my hometown,
there has not study which provides updated information as well as investigates and
analyzes learner ‘s extrinsic motivation deeply yet.
For the above reasons, I decided to choose the topic “An investigation into the
impact of extrinsic motivation on process of learning English of students at some
high schools in Hue” to investigate
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1.2. Aim of research:
The research was conducted with the aim of investigating the perception of
teachers and students of the role as well as the impact of extrinsic motivation on teaching
and learning English process at high schools at Hue. From this, the research make an
attempt to raise awareness of teachers of the importance of extrinsic motivation towards
students’ success in learning English and find suggestions for motivating students in
English classes. Therefore, I have chosen the topic “An investigation into the impact of
extrinsic motivation on process of learning English of students at some high schools
in Hue”.
In order to fulfill the purpose mentioned above. I hereby
make an enormous effort to seek the answers for the following questions.
1. What is teachers’ and students’ perception of the role of extrinsic motivation in
the process of learning English of high school students?
2. What is teachers’ and students’ perception of positive effects as well as
negative effects of extrinsic motivation on the process of learning English of students at

high schools?
3. How are students extrinsically motivated at English classes?
1.3. Significance of study:
It is hoped that through this research, I will get deeper insight into about the
reality of teaching and learning English at some high schools in Hue. The wonderful
thing is that , Iam thirsty for gaining better knowledge of extrinsic motivation as well as
their impact on English teaching and learning process with a view to applying them to
teaching reality reasonably and efficiently. My further desire is that this study ‘s outcome
will make small contribution towards boosting the efficiency the English teaching and
learning, which will be helpful for me as well as counterparts in teaching job in the future
1.4. Scope of study:
Extrinsic motivation in second language learning achievement has been a heated
issue attracting attention of researchers. However, unlike other researches, this study only
focuses on exploiting and analyzing the impacts of extrinsic motivation on the process of
learning English of students at high schools in Hue. Due to time limit, to implement the
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study , one hundred students at Hai Ba Trung and Nguyen Hue high school and 15
teachers were chosen randomly in order to fill out questionnaire. Then, seven out of
students and three of 15 teachers were invited to interview for in-depth and valuable
information.

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Chapter 2:
LITERATURE REVIEW
&
It can be said that extrinsic motivation isn’t a new topic. Moreover, it is

increasingly concerned and investigated by ample experts. Nevertheless, the researcher is
still thirsty for exploiting deeply the impact of extrinsic motivation on the process of
learning English of students at high schools with the aim of enhancing the quality of
teaching and learning English in high school. To fulfill the purpose above, in this part,
the researcher will focus on gathering useful, reliable experts’ and researchers ‘
information, opinions, involving this topic from a variety of sources such as books, webs,
magazines with the aim of providing the foundations as well as valuable data for my
study.
2.1. Definition of motivation
Since the emergence of conception of motivation, it has grabbed special attention
of a lot of researchers, experts on this field. The major reason is that motivation plays an
indispensable part in English learning success. Until now, there have been some various
theories of motivation.
Geen( 1982) confirmed that motivation refers to the initiation, direction, intensity
and persistence of human behavior. Apparently, motivation is the desire, determination
and willingness to do something. According to Little Wood (1984) “ Motivation is the
crucial force which determine if a learner motivation centres on the task at all, how much
energy he devotes to it, how long he preserves”. However, there are opposing views of
theories of motivation. Dornyei (2001) confirmed “ There are over 20 internationally
recognized theories of motivation with many opposing point of views”. Kong (2009) has
contrasting opinion of concept of motivation. He believed that motivation is something
like the engine and steering wheel of automobile that can moves students from boredom
to interest. This means that motivation is inner power that pushes students forward,
encourages them to study harder. Cook (1996) stated the conception of motivation for
teachers “The meaning of motivation for the teacher is probably the interest that
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something generate in students such as participant exercises, or particular songs make
students involve in class”.

Ausubel (1968) pointed out six desires or needs of human organism which
underguide the structure of motivation (1) the need for exploration; for seeing the other
side of mountain, for probing the unknown things; the need for activity, both physical
and mental; the need for stimulation, the need to be stimulated by the environment, by
the other people, or by thought and feelings; the need for knowledge, the need to process
and internalize the result of exploration, manipulation, activity and stimulation, to resolve
contradictions, to question for solutions to problems, and for self-consistent systems of
knowledge; finally, the need for ego enhancement for the self to be known and to be
accepted and approved of by others. Motivation need a lot of time. It has been seen that
“ Motivation make all students desire to learn”
Briefly speaking, it isn’t easy to find out the perfect definition for motivation.
2.2. What is the motivated learners?
According to Ur (1996) , “ Motivated learner is willing or even eager to invest
effort in learning activities or to progress.” (p.274). ”Sharing with the viewpoint, Dornyei
( 2001) pointed out “Motivated learners are keen, committed and enthusiastic learners
who has good reasons for learning, who studies with vigor and intensity, and who
demonstrates perseverance” (p.1)
2.3 . Classification of motivation:
With regard to types of motivation, Gardner and Lambert (1972, cited in Cook,
1996) identified two types of motivation including integrative, instrumental motivation .
Instrumental motivation refers to motivation which acquires language as means for
attaining instrumental goals: passing in the examination, getting place in the university,
furthering a career ( Garner, 1985)
As for integrative motivation, this type of motivation is defined as desire to
identify with and integrate with the target language culture (Ur, 1996, p. 276)
Besides, an additional division is to classify motivation into extrinsic and intrinsic
motivation.Ur (1996) affirmed that the intrinsic learners are linked to the image of the
ones who learn English for their own sake, whereas the extrinsic learners have a
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motivation that is deprived from external factors.It is apparent that extrinsic motivation
comes from outside the individual.
2.4. Definition of extrinsic motivation
Extrinsic motivation comes from outward factors involving rewards,
success/failure, feedback, teachers’ methodology, personality, tests, etc. That is to say,
students make an enormous effort to study hard in order not to yearn for knowledge but
gain the satisfaction or compelling rewards ‘s their parents, win teacher ‘s love, belief
and receive friends’ admiration, respect. Obviously, the aim of learning is not for
understanding but for outward rewards with a view to gaining self- esteem, admiration,
recognition.
2.5. The role of motivation in the process of learning English of high
school students
So far, many researchers proved and clarified the importance of motivation in
teaching and learning process especially language teaching and learning process. Most of
them come to the conclusion that motivation is an indispensable factor in successful
learning English
Concerning this role of motivation, Brown (2000) proved that “ It is easy to
measure that success in the task is due simply to the fact that someone is “ motivated”. It
is easy in second language to claim that a learner will be success with the proper
motivation”
Sharing with common point of view, some researchers such as Brophy (1998)
have put forward the ideas that students learn best when being motivated. When students
are motivated, they will set proper goal, invest effort, persist in goal by studying hard,
attending activities enthusiastically and achieve the goal. Furthermore, Cook (1996) also
emphasized that some learners do better than others because they are better motivation. It
is clear that students who don’t have proper learning motivation will find it difficult to
attend the class, take part in activities in English classes. Truer ( 2002) also added that
apart from English knowledge, intelligence, skill, students need to identify proper and
positive motivation. Students are often motivated for ample reasons, but in many cases,

the motivation leads to effective English learning.
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To conclude, it is proved that motivation take a paramount important part in
determining the success or failure in English learning. Moreover, learner motivation
makes a utmost significant contribution towards facilitating the English teaching and
learning. Therefore, teachers need to concern about students’ motivation in English
teaching process. This means that apart from teaching job, teachers need to spend time
understanding more about students’ motivation as well as helping them identify the
proper learning motivation by coming up with interesting, original activities in English
classes, creating active, lively class atmosphere.
2.6. The role of extrinsic motivation in the process of learning English
of students
As explained above, extrinsic motivation comes from outward factors. Concerning
external incentives influencing the students’ English learning process , it can be take into
account main eight factors including teacher ( teaching method and personality,
characteristics), feedback/ rewards, test, homework, teaching aid, curriculum, learning
environment, cooperative/ communicative activities, so on
2.6.1.Teachers ‘ characteristics, methodology
In the first place, doubtlessly, teachers play a prerequisite role in stimulating
students to study and succeed in learning English. The major reason is that apparently,
teachers take an utmost important part in enhancing students’ enthusiasm, determination,
passion towards English learning.
According to Harmer (1991), the teacher is seen as a “ motivational tool” (p.8)
who contribute to raising students’ English learning spirit up, define proper motivation
for them and support students in learning whenever students need the help of teacher.
The role of teachers changes a lot in corresponding with different English teaching
approaches such as organizer and counselor of group work, facilitator of communicative
tasks, and intervener to teach for collaborative skills. As for students, these activities

focus on interaction between student and student more than interaction between teacher
and student , which makes students feel equal roles to teacher and more comfortable to
express their capability. According to Littlewood (1981), teachers’ role are various as a
classroom manager, general observer, an instructor, a consultant, an advisor or a co-
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communicator. Sharing the same point, Baker and Westrup (2003) claimed that
“Teachers are a model, a prompt, an organizer, an encounter and a monitor”. Teachers
model the correct answer and then ask students to repeat until they are correct and
confident about the pronunciation of a new language, He/she is regarded as a prompt that
encourages students to think about how to use the new language in an appropriate context
during the practice stage.
To begin with methodology, teachers’ teaching method has considerable effects
on learner motivation. Students are really motivated if teachers use appropriate
methodology. Therefore, for subjects in the high school curriculum in general and for
English in particular, methodology renovation is really necessary. It is greatly essential
for teachers to find out the factors that influence students’ motivation and success, then
think and select suitable teaching methods to enhance their motivation. Ho (2002) and
Harmer (1991come to terms that teachers’ teaching method impact upon students’
learning motivation. The students can strengthen their motivation if teachers’ teaching
method is appropriate, interesting. Conversely, it is very easy for students to demotivate
if teachers have bored, repetitive methodology.
Besides, teacher characteristics play a crucial role in encouraging students’
effort and contribution in English classes. Firstly, teacher talk takes a very vital part in
teaching English for students including instruction, explanation, questions, speech
modification, type and number of questions asked and error correction.
Firstly, teacher s’ speech modification make language easier comprehend,
in turn help learner to acquire the target language. Also, “ It has been that teachers tends
to talk for about two-thirds of the available class time”. ( Nunan, 1989, p.25). Learners

don’t have chance to practice the target language. Other people believes that teacher talk
is a valuable source of comprehensible input. Teacher should be good model as the target
language user. However, if the teacher is the person mainly talking in the class will cause
boredom. Additionally, students will rarely have chance to express their ideas, learn
other students and draw out valuable lessons by themselves through teachers’ feedback.
Secondly, regarding explanation, it is sometimes seen that many teachers’
explanations simply don’t make sense. They provide some examples in which the
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explanation is either confusing or wrong. As a result, students ask some further
explanation. Explanation need to be coherent, the simplest for students to understand.
Teachers’ simple, understandable explanation will help students to acquire easily the
lesson easily. For example, in vocabulary lessons, teachers’ vocabulary explanation for
students is very important. This makes students remember vocabulary more
systematically and stably. The main reason is that explanation is one of crucial eliciting
techniques in vocabulary methodology. As we know, vocabulary and grammar cannot be
essential scope of knowledge for English learning students. Besides, teacher ‘s
explanation as well as instructions are very critical to students’ activities. Hadfield
( 2008) advised teachers that “ At the beginning, you will need to think out carefully how
you are going to give instructions but this will become easier and more automatic as you
go on, which helps students easier to carry out pair work, individual and group
work.activities in the class.
In case, students don’t understand teachers’ instructions, they need to try to move
a little closer to the individual and repeat the request or instruction gently. Teachers
might also add more gestures to make your meaning clearer. They should endeavour to
say things which their students are likely to understand. Be careful to reserve simplest
requests and instructions for those who seem to have most difficulty.
Thirdly, with regard to questions:Two types of questions such as referential
questions and display questions .” A display question is one to which the questioner

know the answer, whereas, a referential question is one to which the person asking the
question doesn’t know the question. Virtually questions outside the classroom are
referential questions, while in the class, display questions are used much more. Questions
that teachers put play utmost important role in motivating students. In my view,
questions are selected carefully by teachers. Teachers should try to put forward the open
questions instead of taking the questions from the textbook. However, the questions need
to be related to the content of lesson in order that it is not difficult for students to think
and find out the answers.
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Furthermore, according to Nunan (1989), error corrections together with formal
instructions are language teachers’ function. The classroom interaction distinguishes the
interaction outside the classroom is the existence of error correction
Above all, teachers’ personality plays a prequisite role in motivating students.
Teachers need to practice the good dignity so that students take their teachers as their
example and follow. Additionally, a teacher having a good personality will make
students respect and more easily for students to follow their teachers. Furthermore,
teachers’ attitudes are very critical. Apart from teaching, teachers need to make an effort
to care students and understand them. Nunan (1989) advised teachers that “You may
find a small number who, whilst giving priority to their own subjects, are quite interested
in what the students are doing in their English lessons. If so you might be able to foster
this interest and use it to the advantage of your students”.That teachers remember
students’ name is a dramatical advantage. It is easy for teachers to create friendly
relationship with students, attract students ‘attention, speed up the organizing of pair and
group work. For students, it produces a secure class
As mentioned above, the teachers actually play utmost important in enhancing
students’ motivation, stimulating students to enthusiastically take part in activities in
English classes.
2. 6.2. Cooperative/ Communicative activities

According to Moore(1989), the interaction between instructor ( teacher) and
learner (student) type is so valuable in English learning. It is confirmed that learners-
students should regularly cooperate with teacher as well as other students to learn
knowledge, behavior and experience. This interaction type plays a vital part in English
acquisition and motivates students. Therefore, apart from teaching, teacher should try to
create close, friendly relationship with students,
Together with instructor- learner interaction, the learner-learner interaction
appeared in the language class with the renovation of methodology. It is believed that the
learner-learner interaction brings a lot of benefit to learners( students) including
exchanging personal ideas, studying material and getting peers feedback. Thanks to it,
the learners can develop conversational skills and their own ability in the best way.
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Learner- learner interaction, which is understood as peer interaction. They yearn to
express their capability. Additionally, Pierre (2005) also explained that “The organization
of students into small groups that have varying abilities in which all students can
participate to achieve a common goal”. As cited above, it has been apparently seen that
peer interaction is really effective strategy language learning and teaching. Peer
interaction plays a crucial part in organizing the teachers’ cooperative activities. This
concept is used widely and effectively as successful English learning and teaching.
According to Kagan (1994) cooperative activities as a particular type of active learning
in which students learn in small groups to accomplish the common learning goals.
These activities consist of pair work and group work. They make a contribution
towards promoting the students’ English learning motivation, encouraging their
creativity, minimizing the learning pressure for students, boosting the level of students’
confidence. These activities including pair work and group work help enhance students’
learning motivation, encourage their creativity. Moreover, these activities help students
minimize the pressure from study. As for group work, in an English class, the students
are divided into small groups to do the task in the limited time that teacher give to them.

In each group, students have duties to brainstorm, think about the task and finish it as
soon as possible. This means that students must know how to interact with another one
and achieve the common goal. It is obvious that group work helps students have
responsibility in their learning .Moreover, they can recognize their responsibility in their
peers’ learning. The reason is that through group work, the weaker students can learn a
lot of thing from the better ones. Thanks to the assistance of the good students, the weak
students can make considerable improvement. In addition, teacher can give useful
guidance and feedback with an eye to helping students learn better and self- assess their
progress in learning English because they can have ample chance to fill their knowledge
with support ‘s other people. The better students and teacher are actually motivation for
weaker students in English learning. At the same time, the good students can jump at
opportunity to help their friends and revise the lesson
Also, group work is considered as a type of social interaction, which helps
students establish and develop social skills, such as requesting, making suggestions for
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arguing, especially cooperative skills, increasing their confidence. In addition, the
students in the same class grab a lot of opportunity to be in collaboration with each other
and create good relationship between the student and the student. This makes enhance
higher level of students talking to communicate in English. For instance, to solve the
challenging and complicated tasks, students need to cooperate with each other.
According to Reid (2007) , “ A constructive and positive group working harmoniously
can be significant motivator. A motivated group will be able to pull the resources of all
the members of the group together and this can be a strong motivating force”. Teachers
should assign students to make group based their relationship in the class, interest.
Assigning students having the similar interest in the same group will motivate them so
much. Together with group work, pair work makes an important contribution towards
encouraging students to participate in activities in English class. Students working in
pairs or groups feel confident than students working alone. Working in pairs is the best

way for students to learn mutually, strengthen listening and speaking skills. According
to Nunan (1991), it was asserted that “pair and group works can greatly increase the
amount of active speaking and listening undertaken by all students in the language
classes.”Additionally, this kind of work also help students express their own ideas,
increase their talking time, boost the conversational skills. The cooperative activities
create a lively, active, comfortable class atmosphere and make students become active
participants since these activities also increase students’ talking time in the English
classes and students can decrease the reliance on teachers, practice the self-controlling,
self monitoring, self-responsibility spirit. Another point is that these communicative
activities create ample chances for students to express their ideas freely and communicate
in the certain contexts. In other words, learning target languages not only focuses on
grammatical rules and structures but also function. This makes utmost important
contribution to boost students’ competitive competence. From this, students are
motivated and set high goal for study and make an effort to achieve a goal.
Apart from their positive effects, these activities cause noise in the class.
Futhermore, another drawback is that students can communicate with another one in the
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mother tongue but not English. Thus, it is so necessary for teachers to manage and
monitor students’ activities.
Anyway, in brief, cooperative activities or learner-learner interactive activities
bring a lot of significant outcomes in fostering students’ English learning motivation.
Organizing cooperative activities is useful tool to motivate students in English learning
process and facilitate English learning. Through these activities, students can
communicate, share ideas, knowledge and provide the mutual support. By and large, in
view of pair work and group work, it has been proved in the study conducted by Runmei
Yu (2008) that students receive various benefits involving choice the partners, free from
teachers’ control, free talking and equality in group. However, nowadays, organization
cooperative activities in English classes at high school is still a difficult problem for the

English teachers. The major reason is that room isn’t large, the design of table and chair
isn’t suitable. Additionally, the number of students in class is still crowded. This causes
the lack of efficiency of arrangement and organization these activities. It is obvious that
it is necessary to improve and enhance educational facilities to facilitate learning and
teaching process.
On the whole, using cooperative /communicative activities are actually effective
strategy in English teaching and learning process. It includes various benefits such as
promoting communication and social skills. The most important point is that they help
students foster English learning motivation.
2.6. 3. Feedback
As aforementioned, feedback plays an important role in motivating children.
However, there are still different definitions about feedback. According to Oxford
Advanced Learners’ Dictionary as (2000, p.487) feedback is “ advice, criticism or
information about how good or useful something or somebody ‘s work is” (page 487) .It
is different from correction . Wajnryb (1991) pointed out that “ how close their attempt at
English is to some form of standard English” .
Littlewood (1990) claimed that feedback as the knowledge that is provided for
students to let me know “ how successful their performance has been” . According to
Hattie ( 1993) “ Feedback is a part of the overall dialogue or interaction between teacher
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and learner, not a one way communication. It helps direct students to improve by
providing information involving students’ ability and inability. Ur (1991) “ Feedback, in
the context of teaching general, feedback is the information that is given to the learner
about his / her performance of a learning task, usually with the objective of improving
this performance”(p.242)
For this reason, feedback not only are given at the end of task but also can are
given to students during learning process. For the reason is that teachers provide
feedback for students about their personal progress.

In other words, it identified a strength or a weakness in relation to a child ‘s
knowledge, behavior or skill and shares this with the child in some way( Gipps. C,
Callum, B & E Hargreaves, 2000).
According to the way of classification of Nunan(1991) and Little Wood (1984) ,
feedback has two types including positive feedback and negative feedback. Nunan( 1991)
indicated that positive feedback is frequent approval, praises, encouragement that help
students know their performance is correct, stimulate their confidence and increase their
motivation. Conversely, the negative feedback is punishment, which can makes students
demotivate . Therefore, the effective feedback helps students know the extension of their
success and failure. Specially, they have give comments as how their language problems
might be solved in order to be more effective next time Teachers’ feedback is very useful
and necessary for students to recognize their achievement together with their weaknesses.
“ It is important to help an individual find the best learning environment for him/her .
From this, they will make an effort to study harder. Additionally, feedback is also
invaluable encouragement for students in learning process. Feedback motivates and
develops learners’ knowledge, skills and behaviors.
Therefore, feedback is really a“ motivational tool”, which make a contribution
towards enhancing the quality of English teaching and learning process.
2.6.4. Test
There are many concepts of tests. According to Brown H.D (1994) claimed “A
test is a method of measuring a person ability or knowledge in a given area”. Test is
designed to assess language behaviors, attitudes, and abilities. Also, according to Lee and
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Van Patten (2003), a test is acceptable when it evaluates their progress; for some
students, acceptability means familiarity: students are familiar with the testing format
through activities practiced in class. Andrew Harrison (1996) indicated that testing is
considered as a natural extension classroom work, providing teacher and students with
useful information that can serve as a basic for improvement. It cannot be deniable that

testing is one of best ways which enables the teacher to predict how students performs or
how they are progressing.
There are a variety of tests. Teachers should try to design the tests in the different
periods (pre-test, while-test, and review-test). From this, teachers not only evaluate the
progression of students but also help students recognize their progression as well as their
strengths and weakness that stimulate students considerably. For teachers, pre-test is
designed to gain an overview of students’ level.
Test results support teachers to plan the review material and identify potential
issues to be faced. From this, teachers can find out suitable solutions to help weak
students equip with more knowledge as well as foster understanding for good students.
Moreover, test results are important devices to help students recognize not only their
advances but their shortcomings as well as with an eye to improving students’ scope of
knowledge. In addition, after finishing the test and getting the results of tests, it makes
easier for students to review the knowledge and evaluate their progress in each test. From
this, they can set proper learning goal.
2.6.5 . Learning environment:
Apart from these above factors, another factor playing a crucial role in capturing
students’ attention to lectures, arousing their enthusiasm, interest in taking part in
activities in English classes is class atmosphere. Dornyei ( 2001) stated that “ Classroom
are rather intricate microcosms where students spend a great deal of their life. Besides,
being the venue where students acquire skills and learn about the world. Classroom is
also where they make friends, fall in love, rebel against the previous generation”. This
has positive or negative effects on learning motivation together with the psychology of
students. In view of learning environment, a class needs to be equipped with full of
lights, suitable chairs and tables for age and weigh of students, clean and large class,
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fresh air. Moreover, it will make it easier for students to hear teachers’ lecture if teachers
know how to adjust their voice to suit the condition. Additionally, there are various

visual aids such as pictures, charts, maps projector with the aim of grabbing students’
attention, arousing their curiosity and encouraging students to focus on teachers’ lectures,
participate in activities in English classes.
Moreover, teachers need to create a comfortable, happy, equally- treated learning
environment for students. To reach what like that, teachers need to create a lot of
interesting activities (cooperative/ communicative activities) in the class, express
friendly, enthusiastic, close towards students, establish a good relationship with students
with a view to minimizing students’ pressure. To get these above -mentioned aims, it is
seen that teachers need to make an attempt not only to design the interesting, lively
activities for students but also know how to adapt these activities for students’
preferences and levels. From this, students will have motivating environment. Macintyre
and Young (1999, cited in Dornyei, 2001) emphasized the importance a motivating class
atmosphere “ Language anxiety has been found to make a strong impact on hindering
second language learning achievement”, because the stressful, negative learning
environment will prevent students from expressing their opinions freely, taking part in
activities in English classes, putting questions for teacher about the problems in the
lesson that they don’t understand.
In short, creating a harmonious, safe, comfortable, supportive making a
contribution towards boosting students’ motivation, students’ success in learning
English.
2.6.6 Teaching aids
Besides, teaching aids such as pictures, songs, projector, so on also help attract
students’ attention, encourage students’ involvement in English classes. As a result,
students’ motivation is enhanced considerably.
It’s worth bearing in mind that the use of audio-visual aids ( including posters, etc
on the walls) can increase the amount and range of English used in the class. Words and
expressions which are triggered by images and sounds”. There are many different ways
to define the concept of teaching aids. Spratt at al. (2006) define teaching aids as the
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resources and equipment available to us in the classroom, as well as the resources we can
bring into the class. Actually, teaching aids are only equipment supporting teaching and
learning activities. Most researchers come to terms that the teaching aids can be
classified into kinds including visual aids, auditory aids and audio-visual aids. Visual
aids are illustrated pictures, charts, maps, flashcards and other dimensional objects.
Auditory aids are equipment that supporting hearing and audio-visual aids are equipment
supporting hearing and sight such as film, television, video, projectors. To prepare the
teaching aids for a lesson, teachers need to spend much time and energy even money.
However, they are really so helpful and useful if teachers know how to use
properly. The reason is that the teaching aids help students follow the lesson easily, get
main points of lesson, limit the teachers’ talking time, create a lively, happy class
atmosphere. With the stimulating, relaxed class atmosphere, students are eager to
discover and acquire new knowledge and practice English skills. Wright( 1996)
emphasized the importance of visual aids especially pictures “ Picture can motivate
students and make them pay attention to and want to take part in the activities; can
stimulate and provide information to be referred to in conversation, discussion and story
telling.”(p.17). Sharing this view point, Bao and Phan
(2003) also agreed that visual aids motivate students especially flash cards “ Flash cards
are motivating and eye-catching. Flash cards are used mainly for presenting new lexical
items, though they may also used to teach grammar, structures or for review”. Regarding
teachers, by using these useful teaching aids for illustrating, clarifying and consolidating,
teachers can renew the lesson, teaching method, create a dynamic, supportive class
atmosphere.
In conclusion, it is undeniable that teaching aids really play an important role in
creating English learning motivation for students, enhance the efficiency of learning and
teaching English .
Besides, curriculum , homework, friends, parents play an important role in
motivating students.
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2.7. The effects of extrinsic motivation on the process of learning
English of students at high schools
2.7.1. The positive effects of extrinsic motivation on high school
students’ English learning process
As showed above, extrinsic motivation comes from outward factors. Therefore, to
take into account the positive effects of extrinsic motivation on the process of learning
English of students at high school, the researcher needs to consider the positive effects of
external factors on the process of learning English of students at high school.
First of all, a friendly, kind, highly- qualified teacher exerts a positive
inflpreuence students’ English learning, stimulates them to make an effort to study.
Dornyei (2001) asserted that teachers’ enthusiasm and commitment and expectation build
students’ self confidence, and promote them to try to study. What is more, teachers try to
support students, help them solve the difficulties in studying. Kind, happy, enthusiastic
teachers can make students be more interested in studying English. Therefore, apart from
teaching, teachers need to jump at every opportunity to talk to students, create good
relationship between teachers and students. This will enhance the efficiency of English
teaching and learning. To do it, teachers need to have good dignity, love all students
equally, care and understand students. Besides, teachers can provide proper guidance and
advice for students which help them build up their confidence, promote students to try to
be involved in activity in English classes. Thanks to it, students feel relaxed, comfortable
and willing to take risks in English classes.
Secondly, varying challenging, interesting, exotic activities also affect positively
on students ‘ learning English. Lightbown and Spada (2001) pointed out that “
Cooperative activities are those in which students must work together in order to
complete the task or solve the problem. These techniques have been found to increase
self-confidence of students including weaker ones, because every participant in
cooperative tasks having an important role to play”. Furthermore, students in cooperative
, communicative environment have more positive attitudes towards learning and develop

higher self-esteem and self-confidence than in other classroom structures. This kind of
activity gives them expectancy of success, sense of obligation, moral responsibility,
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autonomy. Because of this, the key successful of collaborative, cooperative work is
student autonomy. Specially, games are activities which are expected by students most.
“Games are by definition, fun, and nearly everyone would agree that if learning can be
made enjoyable, then students will learn more. “ (Celce- Murcia and Macintosh, 1979,
p.56)
Thirdly, positive, constructive feedback have an good influence on students’
learning English . “ Motivational feedback should prompt the learner to reflect
constructively on areas that need improvements and identify things that he/she can do to
increase the effectiveness of learning.”This kind of feedback is often termed “ positive
information feedback.” ( Raffini, 1993, cited in Dornyei, 2001)
Hadfield (2008) claimed that “Feedback can simply take the form of saying “
Well-done”. It is important to give positive feedback as it boosts the learners’ confidence
and motivates them for further activities” (p.150). As a matter of fact, it cannot only
reduce students’ anxiety, build students’ self-confident, competence but also motivate
them to continue their study with increasing effort and energy . The striking reason is that
it offers praise to increase learner satisfaction and lift learning spirit. Positive feedback is
invaluable source of encouragement for students. In practice, encouragement is the
positive persuasive expression of the belief that someone has the capability of achieving
a certain goal. It can explicitly make the learner aware of personal strength and abilities,
or it can indirectly communicate that we trust the person.
In short, extrinsic motivation help students recognize their success more easily.
Moreover, they can have chance to show their ability by receiving rewards, positive
feedback from teachers or getting high marks in English tests. Because of this, students
make an effort to study harder.
2.7.2 . The negative effects of extrinsic motivation on students’ English

learning process
However, any problem has two sides including positive and negative sides.
Besides that, extrinsic affect negatively on the process of learning English of students.
There are many external factors which have an effect negatively on students’ learning
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