Luận Văn Giáo Dục Sư Phạm A study on factors affecting first-year English major students’ motivation in English speaking classes at Hanoi Pedagogical University 2

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HANOI PEDAGOGICAL UNIVERSITY 2
FACULTY OF FOREIGN LANGUAGES
= = == = =

CAO THI VAN ANH

A STUDY ON FACTORS AFFECTING FIRST-YEAR
ENGLISH MAJOR STUDENTS’ MOTIVATION IN ENGLISH
SPEAKING CLASSES AT HANOI PEDAGOGICAL UNIVERSITY 2

(SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF
THE DEGREE OF BACHELOR OF PEDAGOGY IN ENGLISH)

Field: English Language Teaching

Hanoi, May 2019

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HANOI PEDAGOGICAL UNIVERSITY 2
FACULTY OF FOREIGN LANGUAGES
= = == = =

CAO THI VAN ANH

A CASE STUDY ON FACTORS AFFECTING FIRST-YEAR

ENGLISH MAJOR STUDENTS’ MOTIVATION IN ENGLISH
SPEAKING CLASSES AT HANOI PEDAGOGICAL UNIVERSITY 2

(SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF
THE DEGREE OF BACHELOR OF PEDAGOGY IN ENGLISH)

Field: English Language Teaching

SUPERVISORS:

Nguyen Thi Minh Phuong, M.A

Dr. William H. Salazar, Ed.D

Hanoi, May 2019

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STATEMENT OF THE AUTHORSHIP

Title: A study on factors affecting first-year English major students’
motivation in English speaking classes at Hanoi Pedagogical University 2
I hereby certify that this thesis is entirely my own work under strict guidance
from my supervisors and no part of this report has been copied or reproduced by me
from other person‟ work without the proper acknowledgements. I have also
provided fully documented references to the work of other researchers.

Date submitted: May 10th 2019

Student

Supervisor 1

Supervisor 2

Cao Thi Van Anh

Nguyen Thi Minh Phuong, M.A

Dr. William H. Salazar, Ed.D

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ACKNOWLEDGMENT

In the completion of this thesis, first of all, I would like to express my
gratitude to my supervisors, Ms Nguyen Thi Minh Phuong, M.A who taught me
how to organize my thesis and Dr. William H. Salazar, Ed.D who helped me
organize my ideas and how to edit my paper for their experience, guidance,
stimulating suggestions and encouragement throughout my research.
Additionally, I would like to convey my deepest thanks to the lecturers in the
Faculty of Foreign Languages for their advice and assistance in introducing me
many reference materials related to this research project.

I am especially indebted to 50 first-year English major students at Hanoi
Pedagogical University 2 for their participation into my study.
Last but not least, I owe my special thanks to my loving parents, my younger
brother and my dear friends who offered me their love, care, support and
encouragement so that I could accomplish my study.

Hanoi, May 2019

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ABSTRACT
Motivation is one of the most vital factors determining the success or failure
of students‟ foreign language learning. Without motivation, nothing can be
accomplished. But in spite of that, in reality many students in general and some
students at Hanoi Pedagogical University 2 in particular, do not have enough
motivation to practise speaking English smoothly. While speaking is considered one
of the most important skills when compared with other skills; it is the most essential
skills in our daily lives and is the most effective mean of communication. Therefore,
this study was implemented to investigate the factors affecting first-year English
major students‟ motivation in English speaking classes at Hanoi Pedagogical
University 2. The participants were 50 first-year English major students and three
lecturers of English. Survey questionnaire, interviews and classroom observations
were used as the major data collection instruments. The data were computed and
analyzed. The major findings demonstrated that there were four main groups of
factors that affect students‟ motivation in English speaking classes in order of
importance: (1) Student – related factors (mean = 3.59); (2) Lecturer – related

factors (mean = 3.4); (3) Classroom – related factors (mean = 3.3) and; (4) Course
book – related factors (mean= 2.72). Mean scores of 3.5-5.0 on the 5-point Likert
scale were defined as highly motivated; mean scores of 2.5-3.4 were defined as
moderately motivated; and mean scores defined as lowly motivated were 1.0-2.4.
Based on the findings of this study, implications and suggestions to increase
students‟ positive motivation at Hanoi Pedagogical University 2 were made: 1)
Intrinsic and Extrinsic motivation are very important to increase students‟ speaking
skill level. 2) Lecturers should design interesting activities that are relevant to
students. 3) Lecturers should create a positive classroom environment and show
their enthusiasm in their teaching.

Key words: student motivation, factors affecting motivation, English speaking
classes, first-year English major students, L2 motivation

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LIST OF ABBREVIATIONS

HPU2

Hanoi Pedagogical University 2

FFL

Faculty of Foreign Languages

L2

Second language

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LIST OF TABLES AND CHARTS

LIST OF TABLES
Table 1: Demographics of the participants ..............................................................22
Table 2: Student – related factors .............................................................................23
Table 3: Lecturer – related factors ...........................................................................26
Table 4 : Classroom – related factors ......................................................................29
Table 5 : Course book – related factors ...................................................................31
Table 6: The comparison among four factors ...........................................................33

LIST OF CHARTS
Chart 1: Student – related factors .............................................................................23
Chart 2: Lecturer – related factors ...........................................................................26
Chart 3: Classroom – related factors .......................................................................29
Chart 4 : Course book – related factors ...................................................................31
Chart 5 : The comparison among four factors .........................................................33

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TABLE OF CONTENTS

PART A. INTRODUCTION ...................................................................................... 1
1. RATIONALE .......................................................................................................... 1
2. AIMS OF THE STUDY.......................................................................................... 2
3. RESEARCH QUESTIONS ..................................................................................... 3
4. METHOD OF THE STUDY .................................................................................. 3
5. SCOPE OF THE STUDY ....................................................................................... 3
6. SIGNIFICANCE OF THE STUDY ........................................................................ 3
7. DESIGN OF THE STUDY ..................................................................................... 4
PART B. DEVELOPMENT ....................................................................................... 5
CHAPTER ONE: LITERATURE REVIEW .............................................................. 5
1.1. Motivation in Second/ Foreign Language Learning ............................................ 5
1.1.1. Definition of Motivation ................................................................................... 5
1.1.2. Definition of Motivation in L2 Acquisition ...................................................... 6
1.1.3. Motivation in Practising English Speaking Skills............................................ 6
1.1.4. Types of Motivation .......................................................................................... 7
1.1.4.1. Intrinsic and Extrinsic Motivation ................................................................. 7
1.1.4.2. Integrative and Instrumental Motivation........................................................ 8
1.2. Motivation in L2 Speaking Classroom ................................................................ 9
1.2.1. Related Issues of Speaking Skills ..................................................................... 9
1.2.1.1. Some Definitions of Speaking Skills ............................................................. 9
1.2.1.2. Types of Classroom Speaking Performance ................................................ 10
3.2. Motivation in Speaking Classroom .................................................................... 10
3.2.1. Factors Demotivate Students to Speak in Classes .......................................... 10
3.2.2. Some Conditions for Effective Motivation in Speaking Classroom ............... 11
1.3. Factors Affecting Motivation in L2 Learning .................................................... 12

1.3.1. Dornyei‟s Extended Motivational Framework ............................................... 12
1.3.2. Williams and Burden‟s Framework of the L2 Motivation .............................. 12
1.3.3. Factors Affecting Students‟ Motivation in Learning L2 ................................. 13
1.3.3.1. Student – related Factors .............................................................................. 13
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1.3.3.2. Lecturer – related Factors............................................................................. 14
1.3.3.3. Classroom – related Factors ......................................................................... 15
1.3.3.4. Course book – related Factors ...................................................................... 15
1.3.4. Previous Studies on Factors Affecting Students‟ Motivation in L2
Speaking Class .......................................................................................................... 15
CHAPTER TWO: RESEARCH METHODOLOGY ............................................... 17
2.1. Description and Context of the Study ................................................................ 17
Participants ................................................................................................................ 17
2.2. Data Collection Instruments:.............................................................................. 18
2.2.1. Survey Questionnaire for Students (Appendix A) .......................................... 18
2.2.2. Interview for Lecturers and Students (Appendix B) ....................................... 19
2.2.3. Classroom Observation (Appendix C) ............................................................ 19
2.4. Data Analysis ..................................................................................................... 20
CHAPTER THREE: RESULTS AND DISCUSSION ............................................. 22
3.1. Results ................................................................................................................ 22
3.1.1. Results of Survey Questionnaire, Interviews and Classroom
Observations about Factors Affecting the First-year English Major Students‟
Motivation in English Speaking Classes ................................................................... 22
3.1.1.1. Demographics of the Students taking part in the Survey ............................. 22
3.1.1.2. Student – related Factors .............................................................................. 22

3.1.3. Lecturer – related factors ................................................................................ 25
3.1.4. Classroom – related Factors ............................................................................ 28
3.1.5. Course book – related Factors ......................................................................... 30
3.1.6. The Comparison among Four Factors Affecting Sudents‟ Motivation in
English Speaking Classes .......................................................................................... 32
3.2. Discussion of Findings on Factors Affecting Students‟ Motivation in
English Speaking Classes .......................................................................................... 34
3.2.1. Student – related Factors ................................................................................. 34
3.2.2. Lecturer – related Factors................................................................................ 35
3.2.3. Classroom – related Factors ............................................................................ 36
3.2.4. Course book – related Factors ......................................................................... 36
CONCLUSION ......................................................................................................... 38
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1. Summary of the Study ........................................................................................... 38
2. Pedagogical Implications ...................................................................................... 38
3. Limitations of the Study ........................................................................................ 40
4. Suggestions for Future Research ........................................................................... 40
REFERENCES .......................................................................................................... 42
APPENDICES........................................................................................................... 46

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PART A
INTRODUCTION
This section discusses the reasons for carrying out this study, defines the
aims of the study, research questions, scope of the study and methods of the study.
The significance of the study and the outline of the study are also presented.
1. RATIONALE
With the globalization trend, English has emerged as a crucial
communication language in Vietnam. Many English-speaking foreigners from many
countries have begun coming and investing in Vietnam. This has prompted
Vietnamese citizens to learn English to communicate efficiently with their foreign
counterparts. Moreover, the importance of English was immediately recognized by
the Vietnamese government and English is taught as a compulsory subject in
primary, secondary, high schools and universities in Vietnam.
English in the modern world plays a very important role in exchanging and
seeking information, for each individual, it has different levels of need. However,
Vietnamese students are facing many opportunities and challenges in the
transitional period of a “developing” globalized Vietnamese society and the
cultivation of English sources is the key to gain educational and career success.
Fluent communication in English will give English learners an advantage in the
competitive job market.
In Vietnam, English language teaching at secondary and high schools
focuses mainly on grammar, vocabulary and sentence structure. In a teaching
format, conversational English is not usually taught because learning and teaching
English is mainly based on testing, with the exams focusing mainly on grammar.
Primary through high school curriculums in many schools focus on preparing
students to pass their entrance exam to the next level, therefore, teachers only teach
the necessary things which help their students to pass the exams; and unfortunately
do not focus on developing students‟ speaking skills. This is one of the reason why
students lose motivation because English is just a subject at school; and is not part

of their lives. Many students fail to understand the significance of the ability to
speak English fluently. At the university level, students who are motivated to
enhance their English speaking skills can pursue a Bachelor of Arts in English or a
Bachelor of English. After graduating, they can be lecturers of English or

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interpreters in English according to their proficiency. Students in these programs
usually study for four years and the subjects they learn include linguistic and
teaching methods. In fact, teaching methods or classroom environment do not create
opportunities for students to satisfy their communication needs. Therefore,
Vietnamese students have difficulties in communicating in English fluently and
effectively because they do not get the practice they need in English except for a
number of special venues and events such as multinational corporations and
presentation activities. In fact, rarely do we see Vietnamese speaking English unless
it is absolutely necessary. That is the reason why many Vietnamese students are still
deficient in English speaking although they have been studying English since
primary school.
Motivation is an element that plays an important role in inspiring learners to
become proficient in English, esspecially English language learners. It is widely
accepted that the more motivated students are, the more successful they would be at
learning a second/foreign language. It is also undeniable that speaking (any
language) is one of the most essential everyday skills a person needs to function in
society. Therefore, when students have strong motivation to speak English with
accuracy and fluency, they will easily achieve their goals in life.
For the reasons mentioned above, I find that it is really necessary to conduct

a study on factors affecting first-year English major students' motivation in
English speaking classes at Hanoi Pedagogical University 2.
2. AIMS OF THE STUDY
This study aims at investigating the factors affecting first-year English major
students' motivation in English speaking classes at HPU2. This project is carried out
with the following purposes:
- Identifying and analyzing the influence of four factors (student – related
factors, lecturer – related factors, classroom – related factors and course book –
related factors) affecting first-year English major students' motivation in English
speaking classes
- Comparing the levels of effect on these motivational factors

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3. RESEARCH QUESTIONS
To achieve the research objectives mentioned above, the following research
questions were designed for exploration:
1. How do these four factors (student – related factors, lecturer – related
factors, classroom – related factors and course book – related factors) affect firstyear English major students in English speaking classes at HPU2?
2. What is the comparison among these four factors?
4. METHOD OF THE STUDY
To achieve the objectives of the study, the following research instruments
were used to collect data:
1. Student survey questionnaire
2. Interview (lecturers and students)
3. Classroom observation

Survey questionnaires were used to collect demographic information from
students. In addition, to make the data collected more reliable and authentic, two
following instruments were also applied: interviews with lecturers and students and
classroom observations to find out students and lecturers‟ ideas about the four
factors affecting first-year English major students‟ motivation in English speaking
classes.
5. SCOPE OF THE STUDY
It is clear that motivation has a great impacts on students‟ English language
proficiency. However, this study just makes a limited insight in only a narrow area
– students‟ speaking skills; and focuses on this study of the 50 first-year English
major students at HPU2 instead of all K44 English major students.
6. SIGNIFICANCE OF THE STUDY
This research aims to provide pedagogical implications for educational
administrators, lecturers and students. For more details, the research results can help
those who do quality management teaching at HPU2 have an overall view and wish
to improve the quality of teaching students through the factors in this research
project. Therefore, it is the basis for conducting this research in order for
administrators and lecturers to develop a step-by-step improvement plan to improve

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the quality of teaching and learning for their school. This research will also help
students to know how the factors influence their speaking‟s motivation and they
will have the capacity to train themselves to enhance their motivation in learning
especially their English speaking skills.
7. DESIGN OF THE STUDY

Apart from the acknowledgment, the references, the appendices, the basic
design of this study consists of the following three parts: Introduction, Development
and Conclusion.
PART A: INTRODUCTION
The introduction discusses the rationale for carrying out this study, defines the
aims of the study, research questions, scope of the study and methods of the study as
well as the significance of the study. The outline of the study is also presented.
PART B: DEVELOPMENT
Chapter one: Literature Review
The literature review provides an overview of theoretical background of
speaking, motivation, motivation in practising English speaking skills, especially
factors affecting students‟ motivation in practising English speaking skills.
Moreover, some studies about factors affecting students‟ motivation are also
presented in the overview of the literature review.
Chapter two: Methodology
This section discusses the methodology for this study and the procedure for
carrying out the study such as the selection of participants, the data collection
instruments, the data procedures and the data analysis.
Chapter three: Results and Discussion
This chapter reports the results of the data analysis and provides discussion
of the data analysis.
PART C: CONCLUSION
This part deals with the conclusion of the whole study and proposes some
implication based on the findings of the study. This is followed by a discussion of
the limitations of the study as well as some suggestions for future stud

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PART B
DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW
This chapter provides an overview of motivation in L2 learning, motivation
in L2 speaking class especially factors affecting students‟ motivation in L2 speaking
class. Moreover, some studies about factors affecting students‟ motivation in
speaking classes are also presented.
1.1. Motivation in Second/ Foreign Language Learning
1.1.1. Definition of Motivation
Motivation is defined in many different ways by many researchers.
Motivation is a concept used popularly in not only education but also in other
research fields. Motivation, in an educational setting, is what promotes us to
perform to learn English, to figure out how to express ourselves in English, or to
teach it (McDonough & Steven 2007). This fundamental explanation reveals four
components: the reasons why we need or want to learn, the desire we want to learn,
the type of individual we are, the English assignment and our estimation of what it
expects from us (McDonough & Steven, 2007).
Motivation, according to lecturers and researchers, influences the rate and
achievement of L2 learning. Additionally, motivation gives the essential impulse to
begin learning L2 and later the main force to keep up the long, tedious and
challenging learning process. In fact, the various components related to L2
acquisition assume motivation to some degree. Without motivation, even adults
with the most specialised skills cannot accomplish their long-term goals, nor are
able to develop educational programs and design excellent instructional lesson plans
to ensure students‟ English proficiency (McDonough & Steven 2007).
However, high motivation can compensate for critical deficiency both in
one's language competence and learning conditions. As indicated by Masgoret and
Gardner (2003), a motivated student extends attempt, assumes responsibility, has

specific goals and desire, appreciate the procedure of learning. Oxford and Shearin
(1996) claimed that motivation is a basic, indispensable part for students who are
completely associated with the learning process.

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1.1.2. Definition of Motivation in L2 Acquisition
Motivation is considered as one of the most important emotional variable in
learning a second language. In reality, many researchers have written motivational
theories that have a great connection with the language learning process. Similarly,
various efforts have been made to determine the motivation for L2 acquisition.
However, each theorist defines motivation in a different way.
Gardner (1985) was a standout amongst the pioneering researchers laying the
groundwork for investigating motivation. For an exploration known as “The role of
attitudes and motivation” he alluded motivation as the mixture of attempt plus
desire to attain the objective of learning the language plus ideal attitudes towards
learning the language. Specially, motivation, according to his view comprises of the
following elements: a goal, a desire to accomplish that goal and the techniques to
achieve the goal.
In Dornyei and Otto study (1998) perspective motivation is characterized as
the process by which a specific amount of force stimulates action and patience, as
long as there is no other powers debilitating it until the arranged objectives are
obtained. In other words, motivation can be considered as a force that a person
starts to act on and continues until they reach the goal.
Ellis (1994), in a general review from his research on motivation, argued that
motivation influences the degree to which language students continue to learn, the

type of behavior they perform and their real accomplishment.
1.1.3. Motivation in Practising English Speaking Skills
Motivation is considered as a key factor influencing the achievement or
failure of language learning. It is as a mental feature which enables individuals to
accomplish a goal. The meaning of motivation has been defined differently by
various reseachers. For instance, Gardner (1985) characterized motivation as the
degree one endeavors to secure the language on account of the desire to do so and
the fulfillment the learners get from it. Dornyei (1994) clarified motivation as an
element of a person's ideas that encodes the information into conviction, and after
that drives to the action.
Another definition was given by Harmer (2001), "Motivation is some kind of
internal drive which pushes someone to do things in order to achieve something".
Obviously, when we have our own goals which are extremely vital to us, we will
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attempt to pursue them. This activity is driven by motivation. In other words,
motivation is the entire vitality of a person to set a goal for an occupation or task
and work to achieve it. Discussing the function of motivation, (Mayer, 2003, p. 459,
cited in Liu, 2010) stated "When students are motivated to learn, they try harder to
understand the materials and thereby learn more deeply, resulting in better ability to
transfer what they have learned to new situations". In some situation, when students
are exceptionally motivated and energetic to develop their speaking ability, they can
achieve their goals.
1.1.4. Types of Motivation
Motivation has been classified in many different ways by different
researchers. Hence, the problem of distinguishing the types of motivation is still

controversial. However, in many studies about motivation, the following two types
of classification have received the most attention.
1.1.4.1. Intrinsic and Extrinsic Motivation
Intrinsic motivation, in general, refers to the reality of completing a task for
itself, the joy, the satisfaction and the fulfillment one obtained from doing the task
(Deci and Ryan, 1985). Intrinsic motivation is controlled by individuals having
individual enthusiasm for accomplishing something and reaching their goals.
Individuals are intrinsically motivated not because the rewards they achieve, but for
the joy of doing an action and activity or task. Some researchers noticed that
students with intrinsic motivation and take part in his/her learning for the wellbeing, and for the self-satisfaction they get. Moreover, the feeling of selfdetermintion and competence are two significant factors enhancing them to pursue
their goals.
Different from intrinsic motivation, extrinsic motivation is performing an
action as obligation and not for the well-being of the individual. (Deci & Ryan,
1985). Schulz (1991) said that the notion of extrinsic motivation referred to the
degree to which the learning condition (the instructor, materials, educational
programs, learning tasks, etc.) contributes or enhances intrinsic motivation of the
students to improving English language skills. Extrinsic motivation, otherwise,
derives from an expectation of rewards such as prizes, praise, assessment or fear for
punishment. An extrinsically motivated students does the action with the goal to
accquire some reward or keep away from some external punishment of the activity

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itself, and this sort of motivation reveals learning circumstances where the
explanation behind completing an undertaking tasks is an option that is other than
an enthusiasm for the assignment itself. Furthermore, undertaking the task might be

something the individual feels compelled to do as opposed to really want to do.
In summary, it turns out to be evident that intrinsic motivation delivers more
potential advantages than the extrinsic motivation. Intrinsically motivated students
have tendency to have more energy and think more deeply than extrinsically
motivated ones.
1.1.4.2. Integrative and Instrumental Motivation
Integrative and Instrumental Motivation are two types of motivation which
were firstly mentioned in Gardner‟s studies (Gardner, 1985; Gardner & Lambert,
1972) and then promoted by other researchers.
Integrative motivation was defined as the learner's orientation on the subject
of the goal of learning a second/foreign language (Crookes & Schmidt, 1991). It is
understood that learner's positive attitudes and the desire to identify with and
integrate into the target language community. Finegan (1999) further showed the
role of integrative motivation as the successful acquisition of a series of native
registration and pronunciation. It is clear that integrative motivation is an important
element to support and enhance the students‟ language proficiency.
In constrast to integrative motivation, instrumental motivation is the basis for
achieving economic or social prizes through L2 accomplishment. Gardner and
Lambert (1972) in their research about motivation mentioned the instrumental
motivation for achieving the vital use of level L2 proficiency. Instrumental
motivation alludes all the students' wish to take on the language to finish a nonpersonal purposes such as to get high marks in exams or to get a good job with high
salary. Besides, instrumental motivation, as stated by Lambert (cited on Ellis,
1997), is something which related to the useful value and favorable circumstances
from taking up a new language.
It is undeniable that both integrative and instrumental motivations are crucial
components to success. However, integrative motivation has been discovered to
support long-term achievement in learning a second language (Taylor, Meynard and
Rheault 1977; Ellis 1997; Crookes et al, 1991). Gardner (1985) accentuated the
vitality of integrative motivation in second language acquisition more than

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instrumental motivation in his studies. He clarified that if students were
instrumentally motivated, they might lose motivation to continue learning when
their goals have been achieved.
According to Brown‟s research (2000), both integrative and instrumental
motivations are not essentially commonly unique. Students feel difficult to choose a
kind of motivation in learning a second language and decide to combine both of
them.
1.2. Motivation in L2 Speaking Classroom
1.2.1. Related Issues of Speaking Skills
1.2.1.1. Some Definitions of Speaking Skills
There are many different definitions about the word “speaking” that have
been defined by reseachers working in the language teaching field.
Speaking skills are productive skills which are highly important to achieve
an effective oral interaction. According to Brown & Yule (1983) speaking is a
procedure of interacting constructively with meaning engaged with producing,
receiving and processing language. Luoma (2004) admitted that speaking is not an
easy skill for students to master because "speaking in a foreign language is very
difficult and competence in speaking takes a long time to develop”. For first-year
English major students at HPU2, speaking is a difficult skill because they do not
spend much time practising for several reasons: in high schools they did not practice
speaking and they do not feel competent in English speaking classes. Additionally,
Bygate (1997) characterized speaking as the generation of sound – related signs to
create diverse verbal reactions in audience members. It is viewed as consolidating
sounds efficiently to shape significant sentences.

In reality, many L2 students have difficulties as they realize that speaking a
foreign language is a complicated issue. The main reason is that speaking includes
various functions. The ability to speak smoothly assumes not only learning of
language intricacies, but also the ability to express information correctly (Harmer,
2001).

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1.2.1.2. Types of Classroom Speaking Performance
Brown (2000) indicated that there are six types of classroom speaking
performance. These six speaking performances are illustrated below:
Imitative: This sort of speaking performance is the ability to imitate simply
as a parrot a word or phrase or perhaps a sentence. Its noticeable benefit is
concentrating on some specific components of language structure such as phonetic
level, lexical, various prosodic and syntactic properties of language.
Notwithstanding, obstacle of this sort is done not with the end goal of significant
association.
Intensive: This type of speaking performance identifies with the production
of short stretches of oral language intended to exhibit ability in a small part of
lexical, phrasal, syntactic, phonological or grammatical relationships. The speaker
must know exactly about semantic properties so as to have the ability to respond,
but interaction with a questioner must be in best case scenario.
Responsive: Responsive evaluation tasks contain interaction and test
perception just in the level of a small talk, short conversatiosn, simple demands and
remarks.
Transactional: It is an extended type of responsive which has the purpose of

exchanging explicit language and information. Conversations, for instance, may
have a greater extent of negotiation to them than does responsive discourse.
Interpersonal (dialogue): Conversation is completed more to maintain
social interactions than for the transmission of information and facts.
Extensive: Oral production tasks consist of discourses, oral introductions,
and narrating. Language style is often progressively deliberative (planning is
included) and formal for extensive task, however we cannot rule out certain casual
monologs, for example, calmly conveyed speech.
3.2. Motivation in Speaking Classroom
3.2.1. Factors Demotivate Students to Speak in Classes
In his research, Oxford (1998) outlined some following factors that decrease
students‟ motivation in classes:
- The lecturer's relationship with the students, including an absence of caring,
general contentiousness, hypercriticism and support.

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- The lecturer's attitude towards the course or the material, involving lack of
enthusiasm, messy administration and close-mindedness in developing teaching
methods.
- Conflicts between lecturers and students, including different style conflicts,
conflicts about the measure of structure and conflicts about the conclusion or the
problems of the class.
- The effect of the classroom activities, including inappropriateness and
overload.
3.2.2. Some Conditions for Effective Motivation in Speaking Classroom

According to Nunan (1999), here are some typical conditions to get effective
motivation in the speaking classroom:
Supportive environment: including the order and facilities of classroom,
lecturer is high-skilled in teaching and classroom management; students are
confident and do not feel nervous in making mistakes, feedback from both lecturer
and students is necessary to get positive results.
Suitable level of tasks: tasks are neither too simple nor excessively
troublesome; students recognize what they need to do and criteria for progress are
clear.
The importance of learning: students realize what and why they learn;
exercises and activities at class are meaningful; the connection between activities
and lesson target is clear and close; tasks are sequenced so that new tasks expand on
and broaden ones that precede; students are given motivation to be in class.
Strategies: motivational strategy is coordinated to instructional need;
specific strategies are not abused; lecturer should use a various scope of strategies
to instruct the students to participate in every activity of each lesson.
Content: students can understand the content of the lesson and apply in their
own experience in their daily life; students find topics fascinating.

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1.3. Factors Affecting Motivation in L2 Learning
1.3.1. Dornyei’s Extended Motivational Framework
Dornyei (2001) studied motivation in L2 learning within a three-level
framework which provides an extensive list of motivational components. They are
as listed below.

(1) Language level component includes elements identified with L2 such as

the culture, the community, benefits and practical values associated with learning
L2.
(2) The student level component includes individual characteristics that the
student acquires in the learning process. These characteristics comprise students',
self-efficacy, students‟ confidence, the latter encompassing various aspects of
language anxiety, L2 competences and attributions about past experiences.
(3) Learning circumstance level component is associated with situation-

specific motives L2 learning inside a classroom and it is partitioned into three
perspectives. The first is course-specific motivational component which are
identified with the syllabus, the materials for teaching, the teaching technique and
the learning tasks. The second one is lecturer-specific motivational components
which concern the motivational effect of the lecturer's behavior, teaching style and
personality. Also, the third is group-specific motivational components which
contains group cohesiveness, goal orientedness, classroom goal structure, norm and
reward system.
1.3.2. Williams and Burden’s Framework of the L2 Motivation
Williams and Burden (1997) investigated motivation in L2 in a framework of
two factors: internal and external factors. Internal factors cover different segments
such as age, gender, attitudes, intrinsic interest of activity, natural enthusiasm of
action, self-idea, frames of mind, and other full feeling states (fear, confidence,
anxiety). External factors incorporate with other segments (teachers, peers and
parents); the nature of communication with noteworthy others (interceded learning
encounters, the nature and measure of rewards, the nature and measure of fitting
praise and disciplines); the learning condition (time of day, week, year, size of class
and school, class and school regulations and sense of comfort) and the more
extensive setting (which consists of family arrangements, interests, attitudes,
education system, social standards and societal desires).

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1.3.3. Factors Affecting Students’ Motivation in Learning L2
1.3.3.1. Student – related Factors
The first factor is students' intelligence and aptitude. Lightbown and Spada
(1999) assumed that intelligence alludes to “performance on particular sorts of test”
and aptitude is something which “includes both hidden language learning limit and
an ability to deal with decontextualized language” (Ellis, 1997). Lightbown and
Spada (1999) additionally claimed that language aptitude is normally depicted as a
mix of four variables: (1) the capacity to distinguish and retain new sounds, (2) the
capacity to comprehend the function of specific words in sentences, (3) the capacity
to make sense of linguistic standards from language tests and (4) the capacity to
remember new words.
The second is students’ personality. According to numerous language
educators, the personality of the students establishes a main consideration adding to
success or failure in language learning. Ellis (1997) demonstrated that extroverted
students have benefits in the improvement of the sort of language related with basis
interpersonal communication skills and that extroverted students may likewise be
bound to take an interest effectively in oral discourse. Similarly with Ellis,
Lightbown and Spada (1999) listed various personality characteristics that impact
the accomplishment of L2 students: extroversion, inhibition, chatter, confidence,
compassion, and responsiveness.
The third factor is students’ confidence. According to Coopersmith (1968),
confidence alludes to the assessment in which the individual makes and generally
concerns himself or herself. It demonstrates the degree to which an individual trusts

himself or herself to be able to do something effectively and successfully. In other
study, Oxford (1998) stated that ineffective students frequently have lower
confidence than effective language students, which hinders advance and obstructs
accomplishment in any field and in L2.
The fourth factor is students’ learning strategies. Learning strategies are
characterized by Oxford (1990) as "specific actions taken by the students to make
learning easier, faster, more enjoyable, more self-directed, more effective, and more
transferrable to new situations" (Oxford, 1990). Clearly, using suitable learning
strategies will influence students' motivation positively.

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The last factor is students' belief. Most students have strong convictions
about how languages are learnt. Little, Singleton and Silvius (1984) discovered that
“past experience, both of education in general and of language learning in
particular, played a major role in shaping attitudes to language learning”.
1.3.3.2. Lecturer – related Factors
The lecturer assumes a critical role in students‟ learning motivation.
Actually, some lecturer's factors and appropriate lecturer behaviors will raise
students‟ motivation in learning. According to Dornyei (2001), there are some
lecturer's factors influencing students‟ motivation: lecturer's positive relationship
and commitment to students, lecturer's enthusiasm and lecturer‟s teaching methods.
It is vital that lecturers have high expectations for the students.
First and foremost, lecturer’s teaching method in class is critical to motivate
L2 students. It is considered as an incredible „motivation instrument‟. To encourage
students‟ learning performance, lecturer should consider carefully in choosing a

suitable teaching method. If lecturer chooses an appropriate method and apply it
effectively in class, students are definitely motivated to improve their speaking
abilities.
Furthermore, lecturer's positive relationship with students is likewise a key
component of motivation in student learning. The lecturer should set up and build
up the relationship of trust and respect with students. This relationship also includes
discovering chances to interact with them on an individual basis and telling them
that lecturers have considered them and that their individual effort is appreciated.
(Dornyei, 2001).
The third factor is lecturer’s enthusiasm. Lecturer‟s enthusiasm is one of
good personality which is concentrated to have the relationship between
enthusiastic instructing and student learning (Murray, 1985; Perry and Magnusson,
1987).
Lecturer’ expectation is considered as the fourth factor which affects
students‟ motivation in learning. In an experiment research, Rosenthal and Jacobson
(1968) indicated that lecturer expectation may impact students' accomplishment. If
lecturers set higher goals to the students, their students will work hard to achieve
higher accomplishment.

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The last factor is lecturer’s commitment to the students‟ motivation to learn.
Lecturers should think about what their students have achieved and mastered
(Dornyei, 2001). They should offer appropriate help, react promptly when help is
required, correct exercises and tests and design additional assignments.
1.3.3.3. Classroom – related Factors

Classroom – related factors include the classroom atmosphere and the
physical conditions. A welcoming and supportive classroom atmosphere will create
motivation and urge students to express their feelings and opinions. Macintyre and
Young (1999) claimed that students' nervousness made by a strained classroom
atmosphere was a standout elements that undermined learning ability and L2
motivation (cited in Dornyei, 2001).
Physical conditions are important, as well. Physical conditions are known as
the conditions of the classroom. For example, classroom‟s size and equipment
(seats, tables, electric devices,…) are important. Hammer (1992) said that physical
conditions had a big effect on students' learning and their frame of mind towards the
subject lessons. Physical conditions influence both lecturers and students‟
motivation. Big classes and poor facilities will diminish the connection between
lecturers and students, and therefore, will lessen students‟ motivation.
1.3.3.4. Course book – related Factors
Nowadays, using a course book is an essential tool to teach and learn
English. The function of the course book has been assumed and demonstrated. As
indicated by Ur (1996), it appears that the ownership of a course book may convey
a prestige. However, depending too much on it also achieves some specific burdens
that particularly do not fit students' needs nor serve for mixed ability of students.
1.3.4. Previous Studies on Factors Affecting Students’ Motivation in L2
Speaking Class
It is clear that many investigations on the study of factors affecting students‟
motivation in learning a foreign language have been made.
Park and Lee (2005) explored the connection between anxiety, confidence
and verbal ability of second language students. One hundred and thirty-two English
language learning students from Korea participated in this study. The results from
this study showed that students' anxiety level have a negative relationship with their
motivation in speaking skills.
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