Factors affecting students' motivation in learning English listening skills at An Lao High School = Những nhân tố ảnh hưởng đến động lực học kỹ năng nghe Tiếng

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES




NGUYỄN THỊ TUYẾN

FACTORS AFFECTING STUDENTS’ MOTIVATION IN LEARNING
ENGLISH LISTENING SKILLS AT AN LAO HIGH SCHOOL

NHỮNG NHÂN TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC HỌC KỸ NĂNG
NGHE TIẾNG ANH CỦA HỌC SINH TRƯỜNG THPT AN LÃO




M.A. MINOR THESIS SUMMARY


Field: English Teaching Methodology
Code: 60 14 10

Hanoi – 2012
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES


NGUYỄN THỊ TUYẾN

FACTORS AFFECTING STUDENTS’ MOTIVATION IN LEARNING
ENGLISH LISTENING SKILLS AT AN LAO HIGH SCHOOL

NHỮNG NHÂN TỐ ẢNH HƯỞNG ĐẾN ĐỘNG LỰC HỌC KỸ NĂNG
NGHE TIẾNG ANH CỦA HỌC SINH TRƯỜNG THPT AN LÃO




M.A. MINOR THESIS SUMMARY

Field: English Teaching Methodology
Code: 60 14 10
Supervisor: ĐỖ BÁ QUÝ, M.Ed.

Hanoi – 2012

i

TABLE OF CONTENTS

TABLE OF CONTENTS i
LISTS OF TABLES iv
LIST OF ABBREVIATIONS v
PART A: INTRODUCTION 1
1. Rationale for the study 1
2. Aims of the study 1

3. Research questions 2
4. Scope of the study 2
5. Method of the study 2
6. Design of the study 2
PART B: DEVELOPMENT 4
CHAPTER 1: LITERATURE REVIEW 4
1.1 Theoretical background of motivation 4
1.1.1 Conceptions of motivation 4
1.1.2 Motivation in foreign language learning 4
1.1.3. Types of motivation in foreign language learning 5
1.1.4. Demotivating factors affecting motivation in foreign language learning 6
1.2. Theoretical background of listening 12
1.2.1. Definitions of listening 12
1.2.2. The process of listening 13
1.3. Summary 14
CHAPTER 2: RESEARCH METHODOLOGY 15
2.1. The setting of the study 15
2.2. Participants 15
2.3. Instruments for collecting data 16

ii
2.4. Data collection procedures 16
2.5. Summary 16
CHAPTER 3: DATA ANANYSIS 17
3.1 Data from the students' responses 17
3.1.1. Factors affecting students' motivation in learning English listening 17
3.1.1.1. Learners- related factors affecting students‟ motivation in learning
English listening 17
3.1.1.2. Teachers- related factors affecting students‟ motivation in learning
English listening 24

3.1.1.3. Classroom- related factors affecting students‟ motivation in learning
English listening……………………………………………………………27
3.1.2. Students' expectations 28
3.1.2.1. Students' expectations towards teachers' listening teaching skill… 28
3.1.2.2. Students' expectations towards learning environment of listening…29
3.2 Data from the teachers' responses 29
3.2.1. Learners- related factors affecting students‟ motivation in learning
English listening…………………………………………………………… 30
3.2.1.1. Teachers' perception of students strategy use 30
3.2.2 Teachers' -related factors affecting students' motivation in learning
listening 34
3.2.2.1. Teachers' behavior………………………………………………… 34
3.2.2.2.Teachers' teaching aid use………………………………………… 35
3.2.2.3.Teachers' activities………………………………………………… 36
3.2.3. Environment………………………………………………… ………37
3.3. Summary………………………………………………………… … 37
CHAPTER 4: FINDINGS AND DISCUSSION……………………… … 38
4.1. Findings 38
4.2. Discussion 39

iii
4.3. Summary 40
PART C: CONCLUSION 41
1. Conclusions 41
2. Recommendation 42
3. Limitations and suggestions for further study 43
REFERENCES 44
APPPENDICES I

iv

LIST OF TABLES

Table 1: Students' interest in English listening learning 17
Table 2: Students' activities in class 18
Table 3: Students' strategies in listening acquisition 19
Table 4: Students' vocabulary knowledge in listening 20
Table 5: Students' pronunciation knowledge in listening 21
Table 6: Students' connected speech knowledge in listening 22
Table 7: Students' listening skills 23
Table 8: Teachers' teaching methods 24
Table 9: Teacher‟s behavior 26
Table 10: Classroom - related factors affecting students‟ motivation in
learning English listening 27
Table 11: Students' expectations towards teachers' listening teaching skill 28
Table 12: Students' expectations towards learning environment of listening 29
Table 13: Teachers' perception of students' strategy use 30
Table 14: Students' language knowledge 32
Table 15: Teachers' behavior 34
Table 16: Teachers' teaching aid use 35
Table 17: Teachers' activities 36
Table 18: Teachers' perception of environment 37


v
LIST OF ABBREVIATIONS

L2
Second language
ALHS
An Lao High School

1
PART A: INTRODUCTION
1. Rationale for the study
English has become one of the most popular languages all over the
world. Many Vietnamese people realize the importance of English because it
is an international, extra-cultural medium of communication. Consequently, it
has become a compulsory subject in most of the schools and universities.
Being a perceptive skill, listening skill plays an important role in
communicating; teaching and learning English process, and it has also been
defined an active process during which listeners construct meaning from oral
input (Bently & Bacon, 1996). Of the total time spent on communicating,
listening takes up 40-50%, speaking 25-30%, reading 11-16% and writing
about 9% (Mendelsohn, 1994).
Although everyone knows the significant role of listening in
communicating as well as teaching and learning English, teaching and
learning English at ALHS still focus on grammar and vocabulary. Therefore,
both teachers and students do not pay much attention to listening skill.
Consequently, students are weak at listening and have a lot of difficulties in
listening acquisitions. They even become stressful and ignorant in listening
lessons.
The above reasons have inspired me to conduct a study on "Factors
affecting students' motivation in learning English listening skills at An Lao
High School" with the expectation of improving the teaching and learning
English listening at ALHS.
2. Aims of the study
This study aims to investigate the factors affecting students' motivation
in learning English listening skills in Grade 11 at ALHS. The following are
the aims of the study:

2
 The factors affecting students' motivation in learning English listening
in Grade 11 at ALHS; and
 The teachers' solutions to help students learn English listening better in
Grade 11 at ALHS.
3. Research questions
The study focuses on answering the following questions:
1. What are the factors affecting students' motivation in learning
English listening skills in Grade 11 at ALHS?
2. What can the teachers do to motivate students in learning English
listening skills in Grade 11 at ALHS?
4. Scope of the study
To improve English listening skill for the students in Grade 11 at
ALHS. The researcher's intention is to find out factors affecting students'
motivation in learning English listening and some suggestions for the teachers
to help students to improve their listening skill.
5. Method of the study
In order to achieve the aims of the study, both quantitative and
qualitative methods were used involving two instruments: survey
questionnaires and interviews.
6. Design of the study
This study consists of three main parts: the introduction, the
development and the conclusion.
Part A is the Introduction. It lays out the reasons for choosing the topic
of this thesis and points out the aims, the scope, the methods, research
questions and the design of the study.
Part B is the Development which consists of three chapters:

3
Chapter 1 – Literature Review - presents the theoretical background
related to the motivation, listening and motivation in learning English
listening.
Chapter 2 – Research methodology - gives the situation analysis,
subjects, data collection instruments, data collection procedures
Chapter 3 – Data Analysis, some findings, and discussion – shows the
detailed results of the survey and a comprehensive analysis on the data
collected.
Part C is the Conclusion which presents the review of the study,
suggestions for further research and limitations of the study.

















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PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter presents conceptions of motivation, motivation in the foreign
language learning, and the theoretical background of listening skills.
1.1 Theoretical background of motivation
1.1.1 Conceptions of motivation
Motivation is necessary for everyone. It is important to help us to take
an action. Specially, in learning if we have motivation we will try our best to
study well. Defining motivation is not easy. It is an abstract concept. In fact,
many researchers gave definitions of motivation. Dornei (2001:613) defined
motivation as “a general ways of referring to the antecedents (i.e. the causes
and the origins”. He also stated that motivation explained why people decided
to do something, how hard they were going to pursue it and how long they
were willing to sustain the activitie (2001:7). The author mentioned two
dimensions of human behavior direction and magnitude (intensity) which
motivation concerns.
It can be said that motivation is something that forces us to make our
efforts to achieve a goal. As Garder (1985) stated that motivation involved
four aspects, such as a goal; an effort; a desire to attain the goal and a
favorable attitude toward the activity.
1.1.2 Motivation in foreign language learning
Motivation plays an important role in determining success or failure in
foreign language learning. Therefore, many researchers had given the
definitions of motivation in foreign language learning. However they gave
various ways of definitions. Ellis (1997) stated “Motivation involves the
attitudes and effective states that influence the degree of effort that learners
make to learn an L2.” (p 75)


5

Similarly, in 2001, Dornyei added that motivation involved desire to
learn a language, intensity of effort to achieve this, and attitudes toward
learning the language.
In 1994, Dornyei divided motivation into 3 main levels which were
language level (integrative motivational subsystem and instrumental
motivational subsystem), learner level (depends on need for achievement,
self-confidence which is language use anxiety, perceived L2 competence,
casual attributions and self-efficacy) and learning situation level ( refers to
course specific motivational components, teacher specific motivational
components and group specific motivational components). In addition,
Marion Williams and Bob Burden (1997) proposed a detailed framework of
L2 motivation with the "Internal" and "External" motivational influence.
1.1.3. Types of motivation in foreign language learning
Motivation can be classified in different ways. In some studies,
motivation is categorized: intrinsic and extrinsic motivation, and some
others, it is classified: integrative and instrumental motivation.
1.1.3.1. Intrinsic and extrinsic motivation
Harmer stated that "intrinsic motivation comes from within the
individual and a person might be motivated by the enjoyment of learning
process itself or by the desire to make them feel better". The teachers doesn't
have to stimulate the students to make them learn. It's an inside desire of the
students to get a positive learning outcome, as Edward Deci (1975:23) defined
intrinsic motivation: "intrinsically motivated activities are ones for which
there is no apparent reward except the activity itself. People seem to engage in
the activities for their own sake”.
Extrinsic motivation is caused by external incentives which include
circumstances, situations, rewards or punishment. In 2001, Woolfolk, stated "


6

Extrinsic motivation is the one in which the student engages in an activity in order
to obtain a reward, or to avoid a punishment. This student is not really interested
in the activity for its own sake, but rather for what it will gain them”
1.1.3.2. Integrative and instrumental motivation
When speaking the target language, learners admire the culture and
have a desire to become familiar with the society in which the language is
used (Falk, 1978).
Gardner and Lambert (1972: 132) also considered “integrative
motivation” as “a sincere and personal interest in the people and culture
represented by the other group”
Contrarily, instrumental motivation concerns the practical and concrete
rewards that student‟s desire as Ellis (1994: 75) said "Some functional reasons
such as to pass an examination, to get a better job or to get a university place
motivate learners to learn an L2 because it opens up educational and
economic opportunities for them."
In short, it is clear to see the differences between integrative and
instrumental motivation. Integrative motivation stresses a sincere and
personal interest in the people and culture, on the other hand, instrumental
motivation stresses on the practical and concrete.
1.1.4. Demotivating factors affecting motivation in foreign language learning
There have been many researches about demotivating factors in foreign
language learning and they are classified differently by various people.
Rebecca Oxford (1998) analyzed contents of essays written by 250
American students ( in high school and universities) about their learning
experiences over a period of five years. In the research, demotivating factors
are categorized: The teacher’s personal relationship with the students,
including hypercriticism, belligerence, a lack of caring, and favoritism; the


7

teacher’s attitude towards the course or the material, including lack of
enthusiasm, sloppy management and close-mindedness; style conflicts
between teachers and students, including multiple style conflicts, conflicts
about the amount of structure or detail, and conflicts about the degree of
closure or „seriousness‟ of the class; the nature of the classroom activities,
including overload, repetitiveness, and irrelevance.
Based on Dornyei, factors demotivating students‟ learning consisted of:
1. The teacher (personality, commitment, competence, teaching method);
2. Inadequate school facilities (group is too big or not the right level,
frequent change of teachers);
3. Reduced foreign language being studied;
4. Negative attitude towards L2 community;
5. Attitudes of group members;
6. Course-book
7. Basing on Dornyei‟s study self-confidence (experience of failure or
lack of success);
8. Negative attitude towards the L2;
9. Compulsory nature of L2 study;
From different points of view, it may be deduced that demotivating
factors conclude: learner‟s factors, teacher‟s factors, environment factors, and
teaching and learning conditions.
1.1.4.1. Learners – related factors
a. Intelligence
According to Lightbown & Spada (1999:52) intelligence refered to
performance on certain kinds of test. It usually measured two types of
intelligence: verbal/linguistic and mathematical/logical intelligence.


8
Linguistic intelligence was showed by speaking, using words, writing, giving

presentations, solving word problems.
b. Aptitude
Aptitude is a major factor determining the level of success of second
language learning. It refers to the special ability involved in second language
learning. Based on Lightbown and Spada (1999:53), aptitude concluded:
(1) Auditory ability: the ability to identify and memorize new sounds
(2) Grammatical sensitivity: the ability to figure out grammatical rules
from language samples, the ability to understand the function of particular
words in sentences.
(3)Memory: the ability to memorize new words. .
However, all successful learners may not be strong in all components of
aptitude and can still succeed at learning a second language. Some individuals
may have strong memories but only average abilities in the other components
of aptitude ( Spada, 1999)
c. Personality
Personality has a great impact on the success or failure of second
language learning. As Ellis (1997) showed that extrovert students were
advantaged in the development of language associated with interpersonal
communication. Similarly, Lightbown and Spada (1999) gave a number of
personality characteristics: extroversion, inhibition, self – esteem, empathy,
dominance, talkativeness, responsiveness
d. Learners' preference
Learners' preference refers to learning style describing an individual's
natural habitual, preferred ways of absorbing, processing and retaining new


9
information and skills (Reid, 1995) (cited in Lightbown and Spada, 1999).
Learning styles can be classified:
- Perceptual learning styles include learning through the eyes (visual), through

the ears (aural) and through touch and body movement (haptic).
- Cognitive learning styles:
Field-independence and field-dependence
Reflectivity and impulsivity
Ambiguity tolerance
e. Learners’ belief
Learners have strong beliefs about how their language instruction should be
delivered. Additionally, they also have their own expectations of how classes
should be organized or taught (Mc-Kay and Tom, 1999).
f. Learners' strategies
Learning strategies are steps or actions taken by learners to improve the
development of their language skills (Gass et al 1993: 265). Each learner has
his own learning strategies in order to get good result in learning language.
g. Age of acquisition
Age of learners affects their success in second language learning. People
believe that children are better than adults at acquiring a second language.
Linghtbown and Spada (1999) showed: "Age of acquisition is an important
factor in setting limits on the development of native – like mastery of a
second language"
1.1.4.2. Teachers - related factors
Teachers have strong influence on students' learning language in class.
Dornyei (2001) gave the teachers' factors and appropriate teacher behaviors as
follows:
a. Enthusiasm


10
Teachers' love, dedication and passion together with their commitment
toward the subject matter will give students willingness to pursue knowledge.
Moreover, based on Good & Brophy, 1994, teachers should clearly identify

reasons for their love and interest in the L2 and then share these reasons with
their students.
b. Commitment to the students' progress
According to Dornyei, 2001, teachers should show commitment
towards their students' learning and progress, at the same time they should
care for what their students have learnt and succeeded. They can express
commitment towards the students by:
+ offering concrete assistance
+ offering to meet students individually to explain things
+ responding immediately when help is requested
+ correcting tests and papers promptly
+ sending learners copies of relevant interesting articles
+ arranging extra-curricular instructional programs
+ encouraging extra- assignments and offer to assist with these
+ showing concern when things are not going on
+ allowing students to call at home when they have a problem
+ being available for overtime
c. Teachers' expectations
Teachers' expectation is a factor that motivates students in learning
a language. When high expectations are set by teachers, students seems to
perform better at the subject matter and feel more competent (Good and
Brophy, 1987), because students often tend to perform at a level consistent
with the teachers' expectation.
d. Good relationship with students


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In every field it is easier to do anything with good relationship with
someone. Therefore, it is necessary for teachers to make close the gap
between teacher and students by being friendly, helpful, tolerant, and

humorous. Teachers should avoid shouting at them, should create a good
atmosphere in the classroom, so that students are eager to take part in the
activities of the lesson. Remembering that whenever teacher calls their
name exactly, they will feel that teacher has good impression on them
e. Acceptance
Teachers accept a variety of students' answers. Acceptance,
empathy and congruence are of great influence on the development of
student-centred teaching.
f. Ability to listen and pay attention to students:
The teacher can convey his/ her personal attention to the students by
remembering their names, smiling at them, asking them about their lives
outside school (Burden, 1995 and Paffini, 1996).
1.1.4.3. Teaching and learning conditions
a. Physical conditions
Physical conditions in the classroom include the classroom size, chairs,
desks, table, lights, boards and even bulletin boards affect students'
motivation either positively or negatively. The decoration (poster, flowers,
funny objects) also has a strong influence on the classroom atmosphere.
Moreover, according to Dornyei, (2001: 42), personalizing the classroom can
be seen as students exercising increasing control over their environment.
b. A pleasant and supportive atmosphere in the classroom
Teacher must be aware of how important to create a pleasant and
supportive classroom atmosphere. The teacher's rapport with the students, the
students' relationship with each other and the norm of tolerance will help


12
students feel safe and comfortable taking risk. Moreover, teacher should make
students know that making mistakes is a natural part of learning. Therefore,
students are encouraged to express their own opinion and thinking. As

Lightbown and Spada (1999) stated that the supportive and non- threatening
atmosphere made a contribution to learners' motivation.
1.2. Theoretical background of listening
1.2.1. Definitions of listening
There are many different ideas of the definition of listening. Based on
Bentley & Bacon, (1996), listening was an important part of the second
language learning process had also been defined as an active process during
which the listener constructed meaning from oral input.
According to Field (1998:38), listening was “an invisible mental
process, making it difficult to describe. Listeners must discriminate between
sounds, understand vocabulary and grammatical structures, interpret stress
and intention, retain and interpret this within the intermediate as well as the
lager socio-cultural context of the utterance.”
Another idea of the definition of listening, Based on Susanne Flohr
and Pia Paesler (2010:3- 4), listening composed important many factors and
there were three stages of listening: pre – listening, while – listening and post
– listening. Pre – listening means that the teacher makes the students aware of
a situation and activate their prior knowledge. While – listening means that
the teacher gives the students visual support or guiding questions beforehand.
Post – listening is the stage where the students become active and work with
what they had heard.
In short, listening as the process of receiving, attending and
understanding auditory messages, that is message transmitted through the
medium of sound.


13
1.2.2. The process of listening
Listening process is an interactive process of language knowledge and
psychological activities. It is not simply decoding the message, it also

involves the combining of the decoding of the message process with its
reconstruction as meaning (Ma Lihua, 2002). There are different points of
view of dividing listening process. According Brown (1994), there were two
process of listening: bottom-up and top-down process.
Top-down process, learners use their prior knowledge which includes
topic, context, culture, text-type of the listening material to make predictions
about the text" The top-down model of listening involves the listener in
actively constructing meaning based on expectations, influences, intentions,
knowledge of schema and other relevant prior knowledge and by a selective
processing of the input" ( Brown, 1994)
Bottom-up process is used when learners rely on "their linguistic
knowledge to recognize linguistic elements vowels, consonants, words,
sentences to do the construction of the meaning".
According to some other linguists show five common steps:
hearing, attending, understanding, responding and remembering. Hearing is a
prerequisite to listening. It occurs when sound waves strike the ear. Attending
is a psychological choice involving filtering out some messages and focusing
on others. Understanding refers to making sense of a message by assigning
meaning to it. Responding is providing feedback to the speaker. Lastly,
remembering is the process of recalling information from memory. All steps
have close relationship with each other for a successful listener. Therefore
listeners need to co-operate all steps well when learning listening.


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1.3. Summary
In this chapter, the issues related to the research questions have been
presented. They serve as the theoretical framework for building up the sets of
questionnaires and some findings and discussions

15
CHAPTER 2: RESEARCH METHODOLOGY
This chapter discusses the setting of the study, participants, instruments
for collecting data, and data collection procedures.
2.1. The setting of the study
The study was conducted at An Lao High School (ALHS) which is
located in the countryside of Hai Phong city. However, ALHS is one of the
local school which is well- equipped by has a good and secure education.
It has 5 buildings, 4 of which are used for studying with 36 rooms.
Internet system (world wide web) for all the teachers and students is equipped
with high speed everywhere in the school.
Each room has a camera to check teaching and learning process. In
addition school staffs are very helpful and friendly, many of them are well
educated, and got high prizes in the teaching festivals of the city. The
proportions of the students who pass the entrance university examinations
every year are very high. Therefore many parents desire to send their children
to ALHS.
Beside the above strong points, there are some weak one for all
teaching and learning at ALHS. Students live in the countryside, some of
them are in bad condition so they have difficulty in studying. Moreover, the
class size is large with about 46 students for each. It‟s difficult for teachers to
teach English well. Additionally, they don‟t have chance to communicate with
English speaking people.
2.2. Participants
The study was carried out with 120 eleventh form students and 8
teachers of ALHS

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The students include male and female students. They have been
studying English for at least 5 years. Most of them are weak at English
pronunciation, vocabulary, specially speaking skill and listening skill.
The teachers are from the age of 26 to 40. They have at least 3 years of
teaching English at High School. Most of them have small children and live
far from school.
2.3. Instruments for collecting data
This study used two research instruments: questionnaires and
interviews
Interviews are for students and questionnaires are for both teachers and
students to get information concerning:
- The students' attitudes toward listening and their opinions about
factors affecting their motivation in listening learning.
- Teachers' opinions about factors affecting their students' motivation in
listening learning.
- What teachers do to motivate students to learn listening.
2.4. Data collection procedures
Two sets of survey questionnaires and interview questions - one for
teachers and one for students - were delivered to 120 students and 8 teachers.
After 2 days of delivering, 120 copies from students and 8 from teachers were
collected. 10 students were randomly chosen to answer the interview
questions.
2.5. Summary
In conclusion, this chapter described the context of the study.
Furthermore, the participants, instruments for collecting data, data collection
procedures and data analysis procedures were also discussed.

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CHAPTER 3: DATA ANANYSIS
This chapter presents the analysis of data collected from the survey
questionnaires and interview.
3.1 Data from the students’ responses
3.1.1. Factors affecting students’ motivation in learning English listening
3.1.1.1. Learners – related factors affecting students’ motivation in
learning English listening
1) Students' motivation in learning listening
*Students' interest in English listening learning
To know how interested students are in learning English listening, let see Table 1.

Options
Question


A


B


C


D

How interested are you in learning
listening English?
A. interested

B. very interested
C. not very interested
D. not interested at all

20.8%

2.0%

55.0%

18.0%
Table 1: Students' interest in English listening learning
As can be seen from Table 1, the biggest number of students (55.0%)
weren't very interested in learning listening, 20.8% students were interested in
it. Only 2.0% students were very interested in it. Meanwhile, 18.0% students
weren't interested in it at all. The percentages above suggest that the teachers
may have difficulty in teaching listening. When being asked why they were


18
not very interested in learning English listening though they knew the
importance of it, most of them said:
“Because it is a difficult subject and I do not have a chance to
communicate in the real life to use listening skill”.
When being asked the reasons why they learned English listening,
students had various answers.
* Students' activities in class
Question
Answers
Percentages

What do you often
do in listening
classes?

A. Only pay attention to activities I like.
58.3%
B. Participate actively in all activities.
33.3%
C. Get too bored with concentrating on
learning listening.
54.2%

D. Not participate in any classroom
activities.
49.2%
E. Often do other things instead.
49.2%
Table 2: Students' activities in class
When asked how actively they participated in listening activities in
class, students responded differently. The majority of the students (58.3%)
only participated in the activities they liked. 54.2% got too bored with
concentrating on listening learning. This affects students' participation in
activities. 49.2% students didn‟t participate in any activities and often did
other things instead. 33.3% participated actively in all activities. Being asked
the further interview question, most students expressed:
“I can not get the information to take part in the activities, moreover
the activities are not attractive”.