THESIS FINAL WRITING MOTIVATION MINH

DECLARATION

I hereby declare that the minor thesis entitled “A Study on Motivations of 10th
Grade Students in Learning English Writing Skills at Son Tay High School, Hanoi”
is the result of my own work and effort in partial fulfillment of the requirements for
the degree of Master of Arts at Faculty of Post- Graduate Studies, Hanoi University
of Languages and International Studies, Vietnam National University. The material
in this research has not been submitted to any other university or institution wholly
and partially.

Cao Thi Minh

i


ACKNOWLEDGEMENTS

First of all, I wish to express my deepest gratitude to my supervisor, Dr. Phạm Thị
Thanh Thùy, for the insightful comments, criticism, wholehearted guidance and kind
support she gave me while I was carrying out this research.
My special thanks go to all the lecturers and staff of the Faculty of PostGraduate Studies, Hanoi University of Languages and International Studies,
Vietnam National University, Hanoi, for their valuable knowledge and guidance
and help during my two years of study at the Faculty.
I am also grateful to my colleagues as well as my students at Son Tay High
School, who have helped me a lot in my data collection to fulfill this paper.
Last but not least, I would like to express my appreciation to my family for
their support and strong encouragement to me throughout the study.

Cao Thị Minh

ii

ABSTRACT

The study reported in this paper investigates the motivation in writing
lessons of 10th grade students at Son Tay High School to find out:
(1) types of motivation possessed by 10th grade students at Son Tay High
School.
(2) factors affecting 10th grade students in writing lessons.
(3) motivational strategies highly evaluated by 10th grade students in writing
lessons.
The study was conducted with eighty 10th grade students and eight teachers
of English at Son Tay High School, Son Tay town, Hanoi. In this study, the
researcher used survey questionnaires and classroom observation sheets to collect
data.
The results obtained from the analysis of responses to the questionnaires and
classroom observation sheet revealed the types of motivation of 10 graders, factors
affecting students’ motivation and motivational strategies preferred by students in
writing lessons. This study provided some recommendations for effective application
of motivational strategies in enhancing students’ writing skills as well. It is expected
that the results from the study could be of benefit to the teaching and learning of
English writing at Son Tay High School.

iii


TABLE OF CONTENTS
DECLARATION .....................................................................................................i
ACKNOWLEDGEMENTS......................................................................................ii
ABSTRACT ............................................................................................................ iii

TABLE OF CONTENTS ......................................................................................... iv
LIST OF TABLES AND CHARTS ....................................................................... vii
LIST OF ABBREVIATIONS ................................................................................ viii
APPENDICES ......................................................................................................... ix
PART A. INTRODUCTION ................................................................................... 1
1. Rationale of the study ......................................................................................... 1
2. Aim of the study. ................................................................................................ 1
3. Objectives of the study. ...................................................................................... 1
4. Research questions. ............................................................................................. 2
5. Scope of the study ............................................................................................... 2
6. Methods of the study. ......................................................................................... 2
7. Significance of the study .................................................................................... 3
8. Design of the study ............................................................................................. 3
PART B. DEVELOPMENT ..................................................................................... 4
CHAPTER 1. THEORETICAL BACKGROUND. ................................................. 4
1.1.

Writing skills. .............................................................................................. 4

1.1.1. Definitions and features of writing skills. ..............................................

4

1.1.2. Approaches to teaching writing ................................................................ 5
1.2.

Motivation ......................................... .......................................................... 7

1.2.1. Definition of motivation. ........................................................................... 7
1.2.2. Types of motivation in foreign language learning. .................................... 8

1.2.3. The roles of motivation in foreign language learning.............................. 10
1.2.4. Factors affecting motivation in foreign language learning ..................... 11
1.3.

Previous researches. .................................................................................. 14

1.4.

Summary. ................................................................................................... 15

iv


CHAPTER 2. METHODOLOGY. ........................................................................ 16
2.1. The setting of the study. ................................................................................... 16
2.1.1. An overview of the research site. ................................................................ 16
2.1.2. English teachers in Son Tay high school .................................................... 16
2.1.3. 10th grade students in Son Tay high school. ............................................... 17
2.1.4. English teaching and learning situation at Son Tay High School ............... 17
2.2. Methods of the study. ...................................................................................... 18
2.2.1. The subjects of the study. ........................................................................... 18
2.2.2. Data collection instruments ........................................................................ 19
2.2.3. Data collection procedures. ......................................................................... 19
2.2.4. Methods of data analysis ............................................................................. 20
2.3. Summary ......................................... .............................................................. 20
CHAPTER 3. DATA ANALYSIS AND FINDINGS ............................................ 21
3.1. Students’ motivation. ......................................... ......................................... 21
3.1.1. Students’ interest in writing lessons. ......................................................... 21
3.1.2. Types of motivation possessed by students. .............................................. 22
3.1.3. Students’ participation in writing activities. ............................................... 23

3.1.4. Factors affecting students’ motivation ........................................................ 25
3.1.5. Problems faced by students in learning writing skills. ............................... 26
3.2. Attitudes of teachers to motivation in teaching writing skills for students... 27
3.2.1. Teachers’ time to motivate students in writing lessons. ............................. 27
3.2.2. Teachers’ assistance during writing lessons. .............................................. 28
3.2.3. Teachers’ responses to unwilling writers. .................................................. 29
3.2.4. Problems faced by teachers in teaching writing skills. ............................... 29
3.3. Strategies and activities to motivate students in learning writing skills..... 30
3.4. Findings. …………………………………………………………………… 33
3.5. Summary. ...................................................................................................... 34
PART C. CONCLUSION .......................................... ......................................... 36
1. Summary of the main ideas .............................................................................. 36

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2. Implications and Recommendations ................................................................. 37
3. Limitations......................................................................................................... 39
4. Recommendations for further study. ................................................................. 39
REFERENCES ........................................................................................................ 41
APPENDIX

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Page

TABLES
Table 1

Reasons for students to learn writing skills.

22

Table 2

Students’ participation in writing activities.

23

Table 3

Results of classroom observation

24

Table 4

Factors affecting students’ motivation in learning writing
skills.
Problems faced by 10th grade students in learning writing

25

Table 5

26

skills
Table 6

Teachers’ time to motivate students in writing lessons

27

Table 7

Teachers’ assistance during writing lessons

28

Table 8

Teacher’s responses to unwilling writers

29

Table 9

Problems faced by teachers in teaching writing skills

29

Table 10

Students’ comments on activities employed by teachers

30

Table 11

Students’ comments on motivational strategies and
activities employed by teachers

31

Students’ interest in writing lessons

21

CHARTS
Chart 1

vii


LIST OF ABBREVIATIONS

L2: Second language
M.A: Master of Art
IQ: Intelligence quotient

viii


PART A. INTRODUCTION
1. Rationale of the study.
Motivation has been considered a crucial factor determining the success of
language learning in general and English learning in particular. According to
Dornyei, motivation “has an important role in determining success or failure in any

language situation” (Dornyei, 2001:2). He also stated that “learners with sufficient
motivation can achieve a working knowledge of an L2”, while “even the brightest
learners” without sufficient motivation “are unlikely to persist long enough to attain
any really useful language” (Dornyei, 2001:5). Therefore, most language teachers
have been trying to find out different ways to motivate their students in language
lessons with a view to making their lessons most effective. However, most of them
have not been successful. The situation is not an exception at Son Tay High school,
where the researcher has been teaching English for eight years. Some English
teachers at Son Tay High School complained about their students’ indifference to
English lessons, especially English writing lessons. Meanwhile, many students
claimed that they felt stressed and reluctant in these lessons and did not want to
write. In fact, it may be the lack of motivation in writing lessons that prevents
students from participating actively into writing lessons and producing good pieces
of writing. For the mentioned reasons, the researcher found it necessary to carry out
this minor research to find out types of motivation possessed by 10th grade students,
factors affecting their motivation in learning English writing skills, and motivational
strategies employed by teachers in writing lessons, then base on which to suggest
some motivational strategies to improve the problem.
2. Aim of the study.
The study is aimed to find out what might motivate and help 10th grade
students at Son Tay high school learn better and improve their English writing skills.
3. Objectives of the study.
The objectives of the study are summarized as follows:

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- to investigate types of motivation possessed by 10th grade students at Son Tay high
school in learning writing skills.
- to examine factors affecting students’ motivation in learning writing skills.

- to explore some motivational strategies preferred by students in writing lessons.
4. Research questions
To achieve the aim and objectives mentioned above, the following research
questions are addressed:
1. What types of motivation do10th grade students have in learning writing skills?
2. What are some main factors affecting students’ motivation in learning writing
skills?
3. What motivational strategies are highly evaluated by students in writing lessons ?
5. Scope of the study
This study examines types of motivation in learning English writing skills in
classroom possessed by 80 students of 10th grade at Son Tay high school. Such
factors affecting students’ motivation in learning writing skills as the ones relating
to learners, teachers and learning and teaching environment are also investigated in
this minor research. The results of the study and suggested motivational strategies
will be applied in writing lessons to enhance the writing skills of 10th grade students
at Son Tay high school, Hanoi.
6. Methods of the study
In this study, both qualitative and quantitative methods were employed. The
data were collected from:
(1) A questionnaire for eighty 10th grade students: to find out their types of
motivation, activities enjoyed most by students and factors affecting their
motivation; (2) A questionnaire for eight teachers of English at Son Tay high
school: to find out activities and techniques used in writing lessons; some factors
that can motivate students in learning writing skills and some suggestions to motive
students in learning writing skills; (3) Classroom observation checklists were also
used: to take note data for the research.

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7. Significance of the study
Firstly, the information about types of motivation possessed by 10th grade
students will give teachers of English at Son Tay high school a better understanding
about their students, which helps them find the most suitable teaching methods to
apply in writing lessons.
Secondly, some factors affecting students’ motivation will provide teachers
with some suggestions in choosing the right techniques and activities to the students.
Thirdly, the recommended motivational strategies will be applied to raise
students’ motivation in writing lessons as well as their writing results.
In short, when finished, the research is expected to enhance both the
teaching and learning English in general and the teaching and learning English
writing skills in particular at Son Tay high school.
8. Design of the study
The study consists of three main parts named:
Part A. The Introduction
Part B. The Development
Chapter 1: Literature Review
Chapter 2: The Methods of the study
Chapter 3: Data Analysis and Findings
Part C: Conclusion

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PART B. DEVELOPMENT
CHAPTER 1. THEORETICAL BACKGROUND
1.1. Writing skills
1.1.1. Definitions and features of writing skills.
Writing is one of the four language skills (speaking, listening, reading and
writing) that a language learner expects to master. According to Tribble, writing is

“a language skill which is difficult to acquire” (Tribble, 1996:3). He also added that
writing “normally requires some forms of instruction” and that “it is not a skill that
is readily picked up by exposure” (Tribble, 1996:11). The function of writing is
“recording things, completing tasks, developing arguments and assembling ideas”
(Tribble, 1996:9). From his point of view, writing is a complex skill that should be
taught carefully. Ur supported Tribble when he said that “most people acquire the
spoken language (at least their own mother tongue) intuitively, whereas the written
form is in most cases deliberately taught and learned” (Ur, 1996:161). Harris
considered writing “a process that occurs over a period of time, particularly if we
take into account the sometimes extended period of thinking that precedes creating
an initial draft” (Harris, 1993:10). In his saying, Harris also wanted to focus on the
complexity of writing. Boughey referred to the requirements of writing in social
communication when stating that “writing is a process requiring writers to explore,
oppose, and make connections between propositions for themselves” (Boughey,
1997:127). According to Byrne, writing is “the act of forming” “graphic symbols:
that is, letters or combinations of letters”, then putting them into “a sequence of
sentences arranged in a particular order and linked together in certain ways” (Byrne,
1988:1). It is Byrne’s definition of writing that the researcher wished to apply in this
minor thesis.
In brief, writing is a complex but productive skill providing students with
chances to expose their language proficiency and practice communicative skills at
the same time. Through the act of writing students may realize what they are
already good at and what they still need to learn to become better.

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1.1.2. Approaches to teaching writing skills
Attempts to teach writing effectively has been made for ages. Popular
scholars had different ways to classify approaches to teach writing skills. Tribble

referred to three approaches to the teaching of writing: product approaches, process
approaches and genre approaches (Tribble, 1996:37). Meanwhile, Byrne examined
four approaches namely accuracy- approach, fluency- approach, text- approach and
purpose – approach (Byrne, 1988). Raimes claimed that there were six main
approaches in the teaching of writing: Controlled-to-Free approach, Free-writing
approach, Paragraph- pattern approach, Grammar- syntax- organization approach,
Communicative approach and Process approach (Raimes, 1983:6). In this minor
thesis, the six approaches classified by Raimes will be discussed.
Controlled-to-free Approach
Applying this approach means that teachers at first make students write
controlled compositions in the form of such exercises as sentences building, word
reordering, and sentence reordering. When students reach “advanced level of
proficiency”, they can write a composition of their own words and ideas. It is easy
for students to write these controlled compositions with the least opportunity to
make mistakes. This approach focuses on the elimination of grammatical,
syntactical and mechanical mistakes learners made in their written work by
teachers’ control. Fluency or originality is not emphasized in this approach.
Free- writing Approach
When teacher use this approach, they want students to write as much and
quickly as they can without paying much attention to errors. In fact, students’
actions of putting their ideas down on a paper fluently are the purpose of this
approach. However, this approach without any obligation for students may make
them write with many grammatical and structural errors and mistakes. This
approach seems to be most suitable to intermediate-level students. It might be useful
when writing about something that interests students or a journal or a diary.

5


Paragraph- pattern Approach

This approach teaches students to the way to build and organize paragraphs
basing on a sample one. This approach focused on the importance of paragraph as a
basic unit of written expression rather than the accuracy and fluency. The use of the
approach helps students express themselves effectively at a level beyond the
sentence as well as realize the difference in communication organization in different
cultures.
Grammar-syntax-organization Approach
Using this approach, teachers need to develop writing tasks that make
students at the same time pay attention to not only organization but also grammar
and syntax, which means that teachers do not separate writing skills from other
skills. This approach helps students be aware of the connection between the purpose
of their writing and the forms that are needed to convey the message.
Communicative Approach
This communicative approach stresses that students can communicate
through their writings. There should be a reason as well as an addressee for
students’ writing. This approach both helps to increase students’ motivation in
writing and shows the communicative roles of writings.
Process Approach
This approach concerns the process how ideas are developed and formulated
in writing. This approach includes following stages, namely: Pre-writing (specifying
the task, choosing the topic and planning what to write), composing or writing
(putting a draft version on paper), revising (making such changes to improve the
writing as reorganizing, shifting styles and so on) and editing (checking grammar/
lexis features). In this approach, students are given considerable freedom within the
task, which means they explore a topic through writing in an unrestricted time.
After finishing the first draft, students can show them to their teacher or classmates
to get comments basing on which they can improve their writings. The writing
process becomes a process of discovery (of new ideas and new language forms to

6

express those ideas). However, this approach seems to be very time-consuming and
difficult to apply to a large-size class.
In conclusion, no approach has been considered the best way to teach writing.
Each approach has its own strength and weakness. Therefore, when teaching writing,
teachers should choose the one that suits their setting best. Sometimes, the
combination of different approaches can bring better results than using one
approach alone.
1.2.

Motivation

1.2.1. Definition of motivation.
No one can deny essential roles of motivation in the success or failure of
foreign language teaching and learning. However, motivation is an abstract concept
that has been defined in different ways so far because each researcher sees
motivation from different angles.
According to Gardner, motivation is "the combination of effort plus desire to
achieve the goal of learning the language plus favorable attitudes towards learning
the language" (Gardner, 1985:10). Brown also states that “motivation is the extent
to which you make choices about (a) goals to pursue and (b) the effort you will
devote to that pursuit.” (Brown, 2001:72). In these two definitions of motivation,
Gardner and Brown share their view when concerning such two interrelated
components as “goals” and “efforts made to achieve the goals”. Similarly, in his
study, Ur points out that a motivated learner is a person “who is willing or even
eager to invest effort in learning activities and to progress” (Ur, 1996: 274).
Dornyei states in his book that “motivation explains why people decide to do
something, how hard they are going to pursue it and how long they are willing to
sustain the activity”(Dornyei, 2001:7). In this definition, he focuses on the reason,

the manner as well as the attitude of language learners in learning a foreign
language.
Other researchers define motivation as an internal state or condition that
serves to activate or energize behavior. Skehan (cited in Ellis, 1994: 509) claims

7


that “motivation derives from an inherent interest in the learning tasks the learner is
asked to perform”. In addition, Harmer defined motivation as “some kind of internal
drive which pushes someone to do things in order to achieve something” (Harmer,
2001:51).
According to Crookes and Schmidt (1991) motivation is defined in terms of
students' interest in, enthusiasm for and engagement in the materials and activities
used inside classroom, their persistence with the learning task as indicated by levels
of concentration and enjoyment. The learners’ studying results are only good if
students feel interested in and eager to participate in activities and work hard.
In this minor research, the researcher exploited Crookes and Schmidt’s
definition because it is students' interest in, attitudes towards the materials and
activities used in class that the researchers will examine. Moreover, students’
concentration and participation will also be assessed.
1.2.2. Types of motivation in foreign language learning.
Motivation in foreign language learning is classified in different ways by
different theorists. In some pieces of research, motivation is classified into intrinsic
motivation and extrinsic motivation. In some others, it is divided into integrative
motivation and instrumental motivation. The resultative motivation is another type
that has caused debated so far.
Intrinsic motivation
According to Ellis, intrinsic motivation "involves the arousal and
maintenance of curiosity and can ebb and flow as a result of such factors as learners'

particular interests and the extent to which they fell personality involved in learning
activities" (Ellis, 1994:76). In fact, intrinsic motivation is the learners’ interest in
the culture, the target language group or in learning tasks. It also means the
stimulation arouses from the learners themselves. It is their own inner desire as well
as anxiety to learn that brings about success.

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Extrinsic motivation
Extrinsic motivation “is caused by any number of outside factors such as: the
need to pass an exam, the hope of financial reward or possibility of future travel”
Harmer (2001:51). Spaulding also stated that “When individuals are extrinsically
motivated, they hold some desired outcome as a goal (e.g., getting a good grade or
avoiding punishment), they recognize that a certain way of behaving is an expedient
means to that goal, and they make plans to modify their behavior in such a manner
that they are likely to experience the desired outcome” (Spaulding, 1992:5). In short,
extrinsic motivation can be understood as the opposite of intrinsic motivation. This
type of motivation originates from the influence of some kinds of external stimuli,
including the teachers’ influence, the learner's wish to make some other people
pleased or to become successful in an exam, other than their wish to learn for their
own sake or interest in learning tasks or activities.
Integrative motivation
According to Falk (1978), “It is thought that students who are most
successful when learning a target language are those who are like the people that
speak the language, admire the culture and have a desire to become familiar with or
even integrate into the society in which the language is used” (Falk 1978). In
addition, Gardner and Lambert stated that “An integrative orientation involves an
interest in learning an L2 because of a sincere and personal interest in the people
and culture represented by the other language group” (Gardner and Lambert (1972:

98). In short, integrative motivation is the desire to learn a language in order use it
successfully in social interactions in the target language community.
Instrumental motivation
According to Ellis, instrumental motivation refers to “some functional
reasons such as to pass an examination, to get a better job, or to get a place at
university. These reasons motivate learners to learn an L2 because it opens up
educational and economic opportunities for them” Ellis (1994:75). Gardner and
Lambert (1972) assume “A learner with instrumental motivation is more interested

9


in how the second language can be a useful instrument towards furthering other
goals, such as gaining a necessary qualification or improving employment
prospects” (cited in Littlewood 1998:57). In short, learners’ instrumental motivation
arouses when they find a need to use the target language as an instrument to obtain
a particular goal.
Resultative motivation
The question whether motivation is the cause or the result of the success in
second language learning has not been fully answered. Savignon (1972) claimed
that students’ desire to learn a language increased with gains in that language
proficiency (Savignon, 1972, cited in Ellis, 1994:515). Hermann (1980) also shared
his view with Savigon when he said that "learners who do well are more likely to
develop motivational intensity and to be active in the classroom" (cited in Ellis,
1994:515). From this point of view a learner’s motivation may originate from his/
her achievement or the achievement may affect a learner’s motivation. Ellis
concluded that “the relationship between motivation and achievement is an
interactive one. A high level of motivation does stimulate learning, but perceived
success in achieving L2 goals can help to maintain existing motivation and even
create new types. Conversely a vicious circle of low motivation = low achievement

= lower motivation can develop” (Ellis, 1994: 515).
In conclusion, there are several types of motivation in L2 learning. The
concentration of this study, however, mainly focuses on the following: integrative,
instrumental, resultative, intrinsic and extrinsic motivation
1.2.3. The roles of motivation in foreign language learning.
Motivation in second language learning as well as in foreign language
learning has been paid much attention in so far. Most researchers agree that
motivation plays a very essential role in deciding the success or failure of a
language learner. Gardner points out that “positive attitudes and motivation are
related to success in second language teaching” (Gardner, 1985). Nunan shares his
view with Gardner when regarding motivation as a key factor which determines

10


“the amount of effort a learner is ready to put into language learning” (Nunan, 1991:
131). Caron states that “ The more motivation a learner has, the more time he or she
will spend learning an aspect of a second language” (Carol, 1962), which means he
or she will be more successful in learning the language.
1.2.4. Factors affecting motivation in foreign language learning.
A lot of studies have shown that students’ motivation in foreign language
learning can be affected by many factors. In this minor thesis, they are discussed in
three types: one relate to learners themselves, another to teachers and the other to
teaching and learning conditions.
1.2.4.1. Learners’ factors
Learners’ Age
It has been believed that the young study language better than the old. This
theory seems to be most applicable to learners who study pronunciation. This means
that children can produce native-like sounds more easily than adults can. When
entering a target language, children seem to acquire the target language more

perfectly adults. However, according to Krashen, Long and Scarcella adult learners
are better at grammar than children (Krashen, Long and Scarcella, 1979, cited in
Ellis, 1994:485). Although, younger learners have a greater chance of attaining
native-like proficiency in the L2 and older learners may show faster progress at the
beginning, but are probably surpassed by the young ones in the end (Long and
Larsen-Freeman, 1991).
Learners’ beliefs
Different learners have different beliefs about how languages are learnt, how
their instruction should be believed. “These beliefs are usually based on previous
learning experience and the assumption (right or wrong) that a particular type of
instruction is the best way for them to learn” (Lightbown, 1999:59). Ellis concluded
that “different views about language learning result in different kinds of success”

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Language Aptitude
Language aptitude is “capability of a task” (Carroll, 1981 cited in Ellis,
1994). According to Lightbown and Spada (1999:53) aptitude composes of four factors:
(1) the ability to identify and memorize new sounds, (2) the ability to understand the
function of particular words in sentences, (3) the ability to figure out grammatical
rules from language samples, and (4) the ability to memorize new words. Knowing
the learners’ language aptitude helps teachers prepare appropriate activities to apply
to particular groups of learners.
Intelligence
Learners’ intelligence is considered “performance on certain kinds of tests”
by Lightbown & Spada (1999:52). The results of these tests can help teachers
decide the successfulness of their students’ performance in the class. Although
intelligence (measured by IQ tests) is reported to have a connection with second
language learning, many students perform well in L2 learning while having bad

academic results.
Confidence, Anxiety
Dornyei claimed that confidence and anxiety make “a central component in
the personal dimension of motivation”. Krashen (1981, cited in Ellis, 1994)
concluded that “the students who feel at ease in the classroom” may “seek out more
intake by volunteering”.
Personality
According to Lightbown & Spada, learners’ personality includes such
characteristics as extroversion, inhibition, self-esteem, empathy, dominance,
talkativeness and responsiveness. These researchers also stated that the success of
second language learners may be greatly affected by their personalities.
1.2.4.2. Teachers’ factors
Dornyei (2001) mentioned some factors and appropriate behaviors relating to
teachers’ as follows: Enthusiasm, Commitment to and expectations for the students’
academic progress, and teachers’ methods of teaching

12


Enthusiasm
It cannot be denied that the enthusiastic teacher would be more likely
successful in her teaching than the ones without that characteristic. “To a very large
degree, students expect to learn if their teachers expect them to learn” (Stippek,
1988).
Commitment to the students’ progress
Teachers can express commitment towards the students by offering them
concrete assistance, responding immediately when help is requested, correcting
tests and paper promptly or showing concern when things are not going on.
Besides, if their students are treated, teachers “as if they already are eager
learners, they are more likely to become eager learners” (Brophy, 1998: 170)

Teachers’ expectations
Rosenthal and Jacobson (1968) stated in their study that the higher expectations
teachers had about how well students could study, the higher level of achievement
their students would probably be able to reach.
Teachers’ teaching methods
Teachers’ teaching methods can be understood as a set of techniques or
activities used to get students involved in learning to achieve a goal. If they were
interesting, they can increase students’ motivation and vice versa.
1.2.4.3. Teaching and learning conditions
Physical conditions
Physical conditions in the classroom refer to both teaching equipments
(chairs, desks, tables, lights, boards) and the classroom size. According to Harmer
(2001) it was students' learning as well as their attitude towards the subject matter
that affected by these physical conditions. As a result, the conditions positively or
negatively had great effects on students’ motivation. Dornyei stated “Personalizing
the classroom can be seen as students exercising increasing control over their
environment” (Dornyei, 2001:42). This means that such decoration as posters,

13


flowers, funny objects can influence the classroom atmosphere. The ownership of
the class among students should also be created by teachers.
The atmosphere in the classroom
A pleasant and supportive classroom atmosphere can do great help in
motivating students to learn and participate into learning activities. As stated by
MacIntyre (1999) and Young (1999) students’ anxiety derived from a tense
classroom climate was one of the most potent factors that undermined learning
effectiveness and L2 motivation. (cited in Dornyei, 2001:121). Moreover, in order
to make the students become motivated, “the learning environment needs to be free

from anxiety; students should not feel threatened or intimidated.”
An ideal classroom climate can be created by teachers’ humor, the good
relationship between teachers and students as well as that among students
themselves.
1.3. Previous Researches
Motivation plays an essential role in foreign language learning in general and
in writing skills in particular. As a result, many studies have been carried out to
investigate the definition of motivation, types of motivation as well as effects of
motivation in foreign language learning.
In the first place, concepts of motivation, its types, benefits and strategies
were discussed by many popular linguists such as Gardner (1985), Brown (1994)
or Dorneyi (2001), (Harmer, 2001), ( Ur, 1996) and Crookes and Schmidt (1991).
Basing on the background knowledge given by these researchers, many other
studies were carried out in the related topic like “Influencing Motivation In The
Foreign Language Classroom” by Nicholson (2013) and “ Learners’ motivation and
the implications for Classroom Teaching” by Aiming and Aimin (2006).
In Vietnam, there have also been some studies discussing motivation in
language learning. First of all, it is “Learners’ motivation and identity in the
Vietnamese EFL writing classroom” by Tran (2007). The study focused on
students’ intrinsic motivation related to institutional needs, their linguistic needs and

14


social need. “Improving 11th Grade students’ Motivation in Speaking Lessons at Viet
Nam- Poland High School by Using Communicative Activities” by Dinh Thuy Linh
(2011) is another study as minor thesis about motivation in language learning. It is a
study on some communicative activities to improve speaking skill to 11th grade
students of English at Viet Nam- Poland High School.
Another study is the one specialized in motivation conducted by Hoang Thi

Ha (2011) “A Study on Students’ Motivation in Reading Skills at Quang Dinh lower
secondary school”. The study focuses on 4 main issues students’ types of motivation,
factors affecting their motivation, motivational strategies employed by teachers and
suggested motivational strategies to help students improve their reading skills.
At Son Tay high school, the site of this minor thesis, there was a study on 10
graders’ types and levels of motivation in speaking activities named “The study of
10th Graders’ motivation in speaking activities at Son Tay High School, Hanoi” by
Nguyen Thanh Thuy (2013). In the study, the researcher discussed types and levels
of motivation possessed by 10th graders in speaking activities.
In conclusion, the matter motivation in language learning has received great
concern in many studies. Although, there has never been one about students’
motivation in learning writing skills at Son Tay High School with the subjects of
grade- ten students. As a result, the study was carried out in the hope that it can
bring benefit to the teaching and learning English writing at the school.
1.4. Summary
In summary, the researcher has discussed different views on definitions,
types of motivation and major factors affecting it. Overview of writing including its
nature and approaches to teaching writing is presented in this chapter. Literature
review of some previous studies of the same topic is also discussed in the chapter.

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CHAPTER 2. METHODOLOGY
2.1. The setting of the study.
2.1.1. An overview of the research site.
Son Tay High School, where the study was conducted, was founded in 1959.
It has been considered one of the oldest as well as most famous schools in the area.
The school has 123 teachers of twelve compulsory subjects including English.
Many of them graduated from prestigious universities in Vietnam like Hanoi

National University, Hanoi University of Education and Training and Hanoi
University, so they are really well-trained. While over two thirds of the teachers are
young, dynamic and creative, the others have much experience in teaching. In the
school year 2014-2015, the school has over 2000 students of all three different
grades 10th, 11th and 12th in 27 classes for gifted students and 18 ones for non-gifted
students. It means that each class has around 40 students. The school has had a large
number of students who pass the Graduation Examinations and the university
entrance examinations with flying colors in recent years.
2.1.2. English teachers in Son Tay high school
In the school year 2014-2015, there are fourteen teachers of English in the
school. Their ages range from 24 to 53. Nearly half of the teachers were trained in
official courses at English Department, College of foreign Languages, National
University, Hanoi. Two were former teachers of Russian and French graduated from
the same above mentioned university. The others got their degrees from in-service
training programs of the University. Among fourteen teachers of English, two had
their MA degrees and two are going to receive their M.A degree next year. The
facts about the teachers at Son Tay high school may show that not all of them have
reasonable access to effective teaching methods. On average, one teacher gives
fifteen to seventeen lectures per week along with a great deal of such work as
preparing and marking tests as well as family workload. Although, most teachers
are so enthusiastic and experienced.

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2.1.3. 10th grade students in Son Tay high school.
All 10th grade students at Son Tay High School, aged from 15 to 16, both
males and females, have learnt English for at least 6 or 7 years. Nevertheless, they
have different levels of proficiency in English. Those in English- gifted classes are
really interested in learning English, wishing to be proficient in this subject.

Meanwhile, many students in non-gifted classes are still passive in their learning. In
general, a number of 10th grade students at Son Tay High School may not be aware
of the importance of the subject, which may affect their attitudes towards learning
the subject.
2.1.4. English teaching and learning situation in Son Tay High School
2.1.4.1. The syllabus of teaching and learning English.
Like other high schools in the country, English is a compulsory subject in the
curriculum at Son Tay High School. “Tieng Anh 10”, “Tieng Anh 11” and “Tieng
Anh 12” prescribed by the Ministry of Education and Training are the textbooks for
English for English non-gifted students. For those in English gifted classes, the
syllabi are “Tieng Anh 10 Nang Cao”, “Tieng Anh 11 Nang Cao” and “Tieng Anh
12 Nang Cao” also prescribed by the Ministry of Education and Training.
“Tieng Anh 10” includes sixteen units which are divided into 105 forty-five
minute periods during 35 weeks of a school year, which means that students have
three periods of English per week. Sixteen units deal with different themes such as
daily life, social issues, sports, music and so on, which may interest students more
in the subject. Each unit consists of five sections namely reading, speaking,
listening, writing and language focus. The content of most five sections are
presented through task-based exercises which are used as the major means to help
students not only master English language but also widen their knowledge about the
cultures of some English speaking countries. After every three lessons, there is a
consolidation to check students’ achievement in the previous lessons.
In short, the new textbook “Tieng Anh 10” brings a new way of teaching and
learning English at Son Tay High School comparing to the old curriculum. If this

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