Training module for enhancing teachers motivational techniques and students performance in basic english course in hanoi university of industry (HaUI)

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THAI NGUYEN UNIVERS ITY
Socialist Republic of Vietnam

B ATANGAS STATE UNIVERS ITY
Republic of the Phili ppines

TRAINING MODULE FOR ENHANCING TEACHERS’ MOTIVATIONAL
TECHNIQUES AND STUDENTS’ PERFORMANCE IN
BASIC ENGLISH COURSE IN HANOI
UNIVERSITYOF INDUSTRY (HaUI)

A Dissertation
Presented to
The Faculty of the Graduate School
Batangas State University
Batangas City, Philippines

In Partial Fulfillment
Of the Requirements for the Degree
Of Doctor of Philosophy
Major in English

By:
BUI THI NGAN
April 2015


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Socialist Republic of Vietnam

B ATANGAS STATE UNIVERS ITY
Republic of the Phili ppines

APPROVAL SHEET
This dissertation entitled “TRAINING MODULE FOR ENHANCING
TEACHERS’
MOTIVATIONAL
TECHNIQUES
AND
STUDENTS’
PERFORMANCE IN BASIC ENGLISH COURSE IN HANOI UNIVERSITY
OF INDUSTRY (HaUI)” prepared and submitted by BUI THI NGAN in
partial fulfillment of the requirements for the degree of Doctor of Philosophy
major in English has been examined and is recommended for Oral
Examination.

MATILDA H. DIMAANO, Ph.D.
Adviser
PANEL OF EXAMINERS
Approved by the committee on Oral Examination with a grade of _______.
.
DR. AMADA G. BANAAG
Chairman
DR. MARIA LUISA A. VALDEZ
Member

DR. FELIX M. PANOPIO

Member

DR. MYRNA G. SULIT
External Representative
Accepted and approved in partial fulfillment of the requirements for the
degree of Doctor of Philosophy major in English.
PASSED
Comprehensive Examination: ____________

_____________
Date

MATILDA H. DIMAANO, Ph.D.
Dean, Graduate Studies
College of Arts and Sciences


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Socialist Republic of Vietnam

B ATANGAS STATE UNIVERS ITY
Republic of the Phili ppines

ABSTRACT
: Training Module for Enhancing Teachers’ Motivational

Title

Techniques and Students’ Performance in Basic English
Course in Hanoi University of Industry (HaUI)
Author

: Bui Thi Ngan

Degree

: Doctor of Philosophy

Major

: English

Year

: 2015

Adviser

: Dr. Matilda H. Dimaano

Summary
Motivation in English language learning plays an important role in
both teaching and learning.

It is also one of the main determinants of

second or foreign language learning achievement. Motivation as a direct
determinant of second language achievement is also one of the individual

variables where more attention and direction should be given. It is also
considered a stable learner trait and can be analyzed based on the aspect
of the language learning process associated with the classroom.
This study determined the relationship of teachers’ motivational
techniques and students’ academic performance in Basic English course
and its implication to English Language teaching and learning in
HanoiUniversity of Industry (HaUI), Vietnam. It made use of descriptive


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method of research and the respondents of the study is composed of 385
first year College students taking up Basic English course who were
randomly selected and 110 English language teachers of HaUI for the
school year 2013-2014.
Findings of the study revealed that as regards to the demographic
profile of respondents with respect to the age of the teacher respondents,
the highest percentage is that of ages ranging from 22 to 38 years old or
14.29 percent which revealed that the English teachers population in Hanoi
University of Industry were young, born after 1975 and comprise the new
generation of post war Vietnamese. In terms of gender most of the teacher
respondents are female with frequency of 100 or 95.24 percent which
indicates that in English teaching profession in Vietnam, female gender
dominates the profession as they are preferred by the university as

compared to male teachers.
For place of origin, majority or 37.14 percent of teacher respondents
come from Ha Noi followed by Ha Nam with 20 percent out of 17 places in
Vietnam. As revealed these two provinces or municipalities, Ha Noi and Ha
Nam are said to have active and motivated teachers in English. As for the
civil status all teacher respondents or 100 percent of them are married and


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value their status.
For educational qualifications, out of the 105 teacher respondents
there are 57 or 54.29 percent who obtained Bachelor’s degree and 48 or
45.71 percent who have Master’s degree which means that more than half
of the respondents only have a Bachelor’s degree indicating a limited level
of competency. Further in teaching experience, 61.9 percent of teacher
respondents have 1 to 5 years of teaching experience and the remaining
31.1 percent comprise those teachers with more than five years teaching
experience which indicate that most of the respondents are mostly in their
early years of their English teaching career.
When it comes to the motivational techniques employed in teaching
the Basic English Course by respondents, out of 48 motivational techniques
47 got 50 percent agree responses with one technique having 43 percent of
responses only, and it is in the item letting student suggest class rules

which belong to the 10 macro strategy promoting group cohesiveness and
group norms and ranked 7, while the motivational technique that most
respondents agree is under the macro- strategy recognizing students effort
which ranked 1 and that is making sure grades reflect students’ effort and
hard work with a score of 102 or 97 percent.


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As to the rate of frequency which the respondents employ the 48
motivational techniques, all these motivational techniques mean scores are
below 5.0 which means that respondents do not always employ
motivational techniques in teaching. The highest mean score was 4.4 close
to scale value of 4.0 with verbal interpretation of often obtained by
motivational technique on encouraging students to try harder. The three
constituents motivational techniques used consistently by Vietnamese
teachers in compared to other strategies are promoting learners’ self confidence with Cronbach alpha =0.25; making the learning task stimulating
with Cronbach alpha =0.54; and promoting learner autonomy with
Cronbach alpha = 0.51.
Relative to the degree of importance of the motivational technique
encouraging students to set learning goals topped the list with 4.6 mean score
and has the verbal interpretation very Important. On the levels of test
performance of 225 student respondents in Basic English results indicate of a
generally low performance of students in all test areas in Basic English with

mean percentage below 70 percent, with 43.5 percent mean percentage score
for listening, 42.3 percent for reading, 45.9 percent for speaking, and 68.8
percent for writing which is the highest among the four areas.


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Further, in the comparison of student’s performance in the four
language skills results showed that the students’’ performance in the
listening test is significantly related to the other three tes ts as indicated by
their p-values of less than 0.05. For the different test areas
in Basic English, the p-values are below 0.05 which indicates that the mean
frequency of use of motivational techniques are significantly related to the
mean test scores of the students. This indicates that the mean scores of the
frequency of use of motivational techniques are generally related to the
mean scores of the students in Basic English test except for the nine
motivational techniques in reading, three in listening and one in speaking.
This also indicates that the frequency of use of the 48 motivati onal
techniques is generally predictive of the students’ performance in the
different areas in Basic English test.
Among the four test areas, it was reading that had the most number
of motivational techniques, followed by listening then speaking. The output
of the study is in the form of a training module which is composed of nine
parts namely; the title, introduction, time, objectives, course outline, learning

activities or strategies, learning outcomes, and evaluation and feedback.
This training module is based on the three low score areas in students’ test


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performance such as reading, speaking and listening. The learning
activities or strategies of each area incorporate motivational techniques.
Based on the findings, the study recommended the following:

that the

training module be reviewed prior to its implementation; remedial lessons
be provided to students to improve their test performance, and similar study
on motivational techniques may be conducted in another course.


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ACKNOWLEDGMENT

The researcher wishes to extend her heartfelt thanks to the following
persons who inspired her to finish this research work.
First of all, she would like to acknowledge and express her deep
gratitude to her research adviser Dr. Matilda H. Dimaano, Dean Graduate
Studies, College of Arts and Sciences, for her professional expertise,
suggestions, advice and meaningful recommendations.
Her appreciation is also afforded to the following professors:
Dr. Myrna G. Sulit, external representative, for her contribution for the
improvement of this research work;
Dr. Felix M. Panopio, statistician, for his kindness in sharing his
mathematical expertise;
Dr. Amada G. Banaag and Dr. Maria Luisa A. Valdez, panel members,
for the valuable insights; and
Dr.

Remedios

P.

Magnaye,

recording

secretary,

for

her

encouragement and concern.
Likewise deepest gratitude is also expressed to all the members of
her family for their love, encouragement and support; and
Finally, to her husband – Mr. Thanh and her two children Tho and Chi


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for their love, values, and belief that she can accomplish anything she sets
out to do.
Bui Thi Ngan


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Socialist Republic of Vietnam

B ATANGAS STATE UNIVERS ITY
Republic of the Phili ppines

DEDICATION

This humble piece of work is heartily dedicated to her university rector
Dr. Tran Duc Quy, who has always given her a lot of encouragement and all
the students and her colleagues at Hanoi University of Industr y for their
help as respondents of the study. Sincere thanks is also afforded to all the
members of the International Training Center (ITC), Thai Nguyen University
for their constant assistance while her work is in progress.

Bui Thi Ngan


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TABLE OF CONTENTS
Page
TITLE PAGE ..........................................................................................i
APPROVAL SHEET...............................................................................ii
ABSTRACT ...........................................................................................iii
ACKNOWLEDGMENT...........................................................................ix
DEDICATION……………………………………………………………….xi
TABLE OF CONTENTS........................................................................xii
LIST OF TABLES..................................................................................xv
LIST OF FIGURES ............................................................................. xviii
CHAPTER
I. THE PROBLEM

Introduction...................................................................... ....1
Statement of the Problem ................................................. 11
Scope, Delimitation and Limitation of the Stud ................... 12
Significance of the Study .................................................... 13
II. REVIEW OF LITERATURE
Conceptual Literature ........................................................ 15
Research Literature ........................................................... 66


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Synthesis .........................................................................77
Theoretical Framework..................................................... 82
Conceptual Framework..................................................... 87
Hypothesis.......................................................................90
Definition of Terms........................................................... 90
III. RESEARCH METHOD AND PROCEDURE
Research Environment........................................................93
Research Design.................................................................94
Subjects of the Study..........................................................95
Data Gathering Instrument..................................................96
Data Gathering Procedure..................................................98
Statistical Treatment of Data..............................................100
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA..................................................................................102
V. SUMMARY, CONCLUSION AND RECOMMENDATION
Summary of Findings ....................................................... 213
Conclusions.................................................................... 221
Recommendations........................................................... 222
BIBLIOGRAPHY ................................................................................ 224


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APPENDICES
Questionnaires
(1) Questionnaire for Teachers ............................................. 233
(2) Questionnaire for Students .............................................. 246
A. Request Letters
(1) Validation Letter of Questionnaire for Teachers ............... 254
(2) Validation Letter of Questionnaire for Students ................ 255
(3) Letter of Request to the Head of HaUI ............................. 256
(4) Response Letter of the Head of HaUI .............................. 257
(5) Photograph of HaUI, the Study Site ................................. 258
B. Documentations
(1) Photograph of Hanoi University of Industry (HaUI) .......... 259
(2) Photograph for Validation of Questionnaires in
Batangas State University.................................................260

(3) Administration of Questionnaires in Hanoi
University of Industry (HaUI)...............................................261
(4) Photograph for Approval to Conduct Study........................262
CURRICULUM VITAE


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LIST OF TABLES
Table
1

Title

Page

Distribution of Respondents of Hanoi
University of Industry (HaUI)...............................................95

2

Age Profile of Teacher Respondents.................................. 103

3

Gender Composition of Teacher Respondents...................104

4

Place of Origin Profile of Teacher Respondents.................106

5

Educational Classification Profile of
Teacher Respondents........................................................ 108

6

Years of Teaching Experience Profile
of Teacher Respondents.................................................... 109

7.1

Motivational Techniques Employed in
Teaching the Basic English Course....................................113

7.2

Motivational Techniques Employed in
Teaching the Basic English Course....................................114

7.3

Motivational Techniques Employed in

Teaching the Basic English Course...................................115

8.1

Teachers’ Motivational Techniques and
Frequency of Use According to Macro Strategies..............120


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Teachers’ Motivational Techniques and
Frequency of Use According to Macro Strategies..............121

8.3

Teachers’ Motivational Techniques and
Frequency of Use According to Macro Strategies..............122

9.1

Teachers’ Motivational Techniques and
Degree of Importance in Two Macro Strategies.................128

9.2

Teachers’ Motivational Techniques and
Degree of Importance in Four Macro Strategies................129

9.3

Teachers’ Motivational Techniques and
Degree of Importance in Four Macro Strategies................130

10

Performance of Student Respondents in a
Teacher-Made Test on Basic English.................................135

11

Comparison of the Mean % Scores for
Each Pair of Test Groups...................................................136

12.1

T-test Comparison of the Mean Scores for
Frequency of use vis-à-vis the Mean Scores in the
Four areas of the Basic English Test................................140


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T-test Comparison of the Mean Scores for
Frequency of Use vis-à-vis the Mean Scores in the
Four Areas of the Basic English Test.....................................141

13

Motivational Techniques, Macro-Strategy
Grouping, and Cronbach Alpha Values.............................146


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LIST OF FIGURES
Figure
1

Title

Page

Research Paradigm on the Relationship of Teachers’
Motivational Techniques and Students’ Academic
Performance in English Basic Course................................ 89


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CHAPTER I
THE PROBLEM
Introduction
English as the number one foreign language in Vietnam is a product of
the Doi Moi or Renovation initiated by the Vietnam Communist Party in
1986. As an overall economic plan, Renovation opens its door to the whole
world through its policy making English as the only foreign language to be
taught in Vietnam. Vietnamese students have to pass an English language
test being one of their six national examinations for them to get the
certification for Secondary school education.

Undergraduates and

graduates of tertiary level are required to take English as a subject.
Teaching English in various places at all levels expanding educational
system in Vietnam is part of the mounting pressures where knowledge and
ability to learn and communicate in English is a must and of importance. In
Vietnam, there is low standard in teaching English and its use and without
major changes and sizable inputs in curricula or course, methodology and
materials, English teaching in Vietnam would soon cease to serve the
demands

being

made

EducationConsultancy12/29/13).

on

it

(HongVan,httpPrime-


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Further, In Vietnam, Decision No. 1400/QDTTg approving the 10-year
National Plan for “Teaching and Learning Foreign Language in the National
Formal Educational System in the Period of 2008-2020” was issued on
Sept. 30, 2008. This decision covered the three phases. Phase one gives
priority to developing and perfecting the ten year foreign language
curriculum which focus on English writing, foreign textbooks, preparing
necessary condition for exercising the ten-year foreign language (English)
program. Phase two on the other hand gives focus on introducing the ten
year foreign language program throughout the whole general educational
program and phase three centers on perfecting the ten-year foreign
language program throughout the whole general educational system and on
developing intensive foreign language program for vocational schools,

colleges and universities.
Clearly, it is expected that by year 2020, most Vietnamese students
who will graduate from secondary, vocational schools, colleges and
universities will be able to communicate in English language confidently in
their daily conversation, in their study and their work in an integrated, multicultural and multi lingual environment as well as making foreign language a
comparative advantage of development for Vietnamese people in the


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course of the country’s industrialization and modernization.
In addition, in the general education level in Vietnam, the mandate of
English language teaching (ELT) introduced by the Ministry of Education
and Training in 2007 include ability of secondary students to use English as
a means of communication at certain level of proficiency in the four macro
skills and be able to read materials fitted for their levels; master basic
English phonetics and grammar and acquire vocabulary in English; as well
as attain certain level of understanding of English and American culture
and develop awareness on the cross-cultural differences for students to
become better communicator, to inform the world regarding the history and
culture of the Vietnamese people and to take pride of the Vietnamese
language and culture.
But based on the EF English Proficiency Index (EP EPI), Vietnam has
44.32 percent or very low English proficiency close to Thailand with 39.41

percent.

This index, the first of its kind is used to compare the English

proficiency of non-native English speaking countries, calculated from
2,360,730 test takers in 42 countries and two territories from 2007 to 2009.
In 2012, Vietnam showed an EPI of 52.14 percent or low proficiency, an a
improvement from the previous year in comparison with Thailand which got


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value of 44.36 or very low English proficiency.
So that motivation in English language learning is considered or
looked into as it plays an important role in both teaching and learning. It is
also one of the main determinants of second or foreign language learning
achievement. Motivation as a direct determinant of second language
achievement is also one of the individual variables where more attention
and direction should be given. It is also considered a stable learner trait
and can be analyzed based on the aspect of the language learning process
associated with the classroom.
Motivation as a global concept and one of the most effective factors
in all kinds of educational settings is also one condition where learners are
willing to invest their time and efforts in order to learn. It is a personal

character where some learners may have it while others don’t.

Basic

motivational drives varied from each individual at different times should be
situational. Motivation is also requested with the desire and drive within the
individual for him to achieve his goal so that as an internal condition, it is
dependent on his needs and perception. Involve also in motivation is the
willingness of the person to exert high levels of effort for a certain kind of
goal to satisfy some individual needs.


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The problem of motivating students cannot be done in one simple
process. In motivating students’ to learn, individual style and personality of
the teacher is of utmost importance for it plays a significant role in the
implementation of motivation strategies. Dependent on motivation routine
are the wide variety of learning experiences for the student and the
structure of class period. So, that it is important for teachers to have
familiarity on the different types of motivation and its role in teaching.
The personality of the teacher is one of the aspects of motivation that
is hardest to change.

One of the most demanding environments where

teachers’ perceive behaviors of learner’s self-worth is that of classroom
environment. The characteristic necessary to motivate a class as part of a
teacher’s task in the classroom which is always done in a careful daily
process often meet some failures and needs.
There are several perceived teachers’ characteristics considered
important for students’ motivation to learn. A teacher must possess a concer n
and caring attitude towards students, as well as love and knowledge and
utilize them for accomplishing something. There

is a meaningful effect on

students’ performance and behavior based on their perceptions regarding
teacher’s concern and care for them. Students tend to be high achiever in