using games to improve the students english writing skill at ha van mao high school1

1. INTRODUCTION
1.1. Rational
In Vietnam, English has become a compulsory subject from Primary
Three in Vietnam since 2010 and is gradually being introduced even earlier
into the curriculum in many schools. This highlights the official importance of
English in both education and society. Nevertheless, students who are
generally weak in English language learning were found in many parts of the
countries especially in the mountainous areas.
Ha Van Mao high school is one of the highschools locating in Ba Thuoc
district that is in the poor religion with special difficulties in Thanh Hoa
Province. According to a survey of result of English in the National
Examination, I have conducted in this school for many years, the number of
student choosing English as a subject to offer for university is few. Morever,
students score very low in English. The average mark they get is only under
mark 2. Most students only hope to get mark above 1 to pass the exam.
Many factors contribute to these problems and lack of motivation on
the part of learners or demotivated learners is one of the most common
problems faced by the teachers which affects both teachers and learners in
negative way. The importance of motivation in English learning process in the
classroom has always been recognized and recommended. Without motivation
in classroom, students can not achieve the goal of learning foreign language
like English. Moever, according to Ellis (1994), "Tapping into motivation is
crucial for language teachers because we know that motivation is one of the
key factors driving language learning success". Therefore, the teacher has the
central role in this crucial aspect of foreign language teaching and learning
processes..
As an English teacher, I myself had to face various problems of
demotivation among Ha Van Mao highschool learners. The thought of what
strategies and techniques can be utilized to motivate the learners to learn
English, what we can do to better the quality of learning English at HaVan
Mao highschool led me to choose the topic for my thesis namely “Some

suggestions for English teachers in building students' motivation at Ha
Van Mao highschool”. I hope that this research can give a few benefits to
teachers, students and related others.
1.2. Objectives of the study
The main objectives of this study are as follows:

To identify the important effects of motivation to students'
English learning

To explore the role of teacher in building students'motivation

To suggest some solutions for teacher with the aim of developing
students' motivation which could be useful to raise the result of teaching and
learning English at Ha Van Mao highschool
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1.3. Scope of the study
For the limitation of time, conditions, and materials, this study only
focuses on finding the importance of teacher, one factor affecting to
students'motivation in learning English. From that, some solutions are
suggested to improve it. This thesis is also carried out on some English
teachers and 176 students of 4 classes which I was in charge for English in
school year 2017-2018
1. Class 10A2 (44 students)
2. Class 10A3 (45 students)
3. Class 12A5 (43 students)
4. Class 12A6 (44 students)
1.4. Methods of the study
Carrying out this research, the following methods have been used:

 Theoretical study
 Survey (questionaire)
 Interview

Class observation
1.5. New aspect of the study
 This study finds out the importance of motivation which direct affects
to students' English learning at Ha Van Mao highschool that has not
been caried out before.
 The suggested solutions linking real situation have been applied and
have shown their effectiveness
2. CONTENT
2.1. Theoretical background
“Many of us believe that learners have certain characteristics which
lead to more or less successful language learning”, (Lightbown, P.M & Spada,
N. 1999). There are many factors affecting language learning of the learners.
Spolsky, B. (1998) shows us many other factors: attitude, intelligence,
aptitude, learning strategies, personality, material, motivation, memory,
training strategies, social context.
According to ZHANGHAO: "only need motivation does everyone
learn foreing language well "
2.1.1. Motivation
2.1.1.1 Definition
The concept of ‘motivation’ is very difficult to define due to complex
nature of it. Different scholars have defined it differently focusing on various
aspects related to it.
According to Ryan & Deci (2000), "to be motivated is to move to do
some thing" (P.20). To put it simply, motivation is something which makes us
act; it is a desire to work towards a goal or to reach an objective. This implies
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that if motivation is present, learning can be facilitated; but without it,
effective learning becomes difficult.
Being more specific, Clement (1994) defines language learning
motivation into three levels: the language level, the learner level and the
situation level. These three levels get together with the three fundamental
elements of any foreign language learning process which include- the target
language, the language learner, and the language learning environment, also
mirror the three different facets of language: the social dimension, the
personal dimension, and the educational subject matter dimension.
However, for Williams & Burden (1997) motivation is "a state of
cognitive and emotional arousal, which leads to a conscious decision to act,
and which gives rise to a period of sustained intellectual and/or physical effort
in order to attain a previously set goal or goals" (P.120).
All these definitions affirm that the motivation is consequence of
combination of different influences which lead to different types of it.
2.1.1.2 Types of Motivation
Many scholars such as Tudor, (1994), Arnold and Brown (1999),
Littlewood (1996) have suggested two very general types of motivation
(integrative and instrumental). The integrative motivation refers to the
learner's desire to integrate with the speakers of second language, and even
become part of the second language culture. It is very similar to intrinsic
motivation. On the other hand, the instrumental motivation, which occurs
when the learner need to get, for example, a job or to pass his examination, it
is very similar to the extrinsic motivation (Gardner & Lambert, 1972). These
types are discussed below.
2.1.1.2.1. Extrinsic motivation(instrumental)
Extrinsic motivation refers to the pressure or reward from the social
environment to learn a language. Extrinsically motivated learners aim to

obtain a better career opportunity, a teacher’s praise or recognition or even to
prove that one is a good learner. However, a characteristic of external
motivation is that it implies some kind of external pressure which, once
removed, may result in the language learner quitting the second language
learning (Noels, Clement, & Pelletier, 2001).
2.1.1.2.2. Intrinsic motivation(integrative)
Intrinsic motivation, on the other hand, is more self-determined and
refers to internal factors such as enjoyment and satisfaction for oneself.
Intrinsically motivated learners perform an activity for the feelings associated
with exploring new ideas and developing knowledge, the sensations related to
attempting to master the task or achieve a goal. According to Ryan and Deci
(2000), the feelings of satisfaction in intrinsic motivation come from a sense
of competence, autonomy, and relatedness.

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2.1.1.3. Importance of Motivation
The importance of motivation in English learning process has always
been recognized due to the fact that it is one of the most important factors
which decide the success or failure of the process. Allwright and Bailey
(1994) state that "the motivated learners are more receptive than those who
are not motivated” (p.182). Ellis (1997: 76) points out that sometimes learners
do not have especial attitude but motivation can involve curiosity and
interests so that they feel that they are involved in learning activities. It is easy
to say that the learner who has strong motivation will gain great success more
than one who has not, and s/he will get the best chance to overcome
difficulties when trying to communicate in second language. Yule (1996)
believes that "Obviously motivation to learn is important. Indeed, we could
say that motivation is necessary for learning.

2.1.2. The role of teacher in motivating learners in language classroom
The role of teacher in motivating and engaging students in learning
language is very difficult and complex, in which it concerns all academic and
social aspect of classroom environment. The language teacher also has some
of responsibilities in the language learning to keep the language learning
process a more motivating. Therefore, an experienced teacher needs to put a
great deal of consideration into developing programs which can keep student
interested and have obtainable short term goals.
2.1.2.1. Creating the basic motivational conditions
We have seen above that teachers play a significant role in affecting
learners’ motivation; teachers’ actions and behaviors in the classroom have
motivational influence on students. Dörnyei and Csizer (1998) confirmed this
claim through their study of 200 Hungarian teachers.
2.1.2.1.1. Teacher's behavior
They argued that teachers’ behavior is a powerful tool of motivation in
classroom. It is argued that teachers’ behavior can influence the students’
engagement in class. Therefore, it is crucial to establish a class atmosphere of
mutual trust and respect with the learners (Alison & Halliwell, 2002).
Teachers can promote such respect and trust through interacting with students
on a personal level and show that they care about their students’ personal
issues or challenges that they face in the classroom or even outside.
Enthusiasm is another factor that can impact learners’ motivation. Enthusiasm
is contagious in classrooms; therefore, if students recognize their teacher’s
enthusiasm to the task, they, too, will be enthusiastic (Dörnyei & Ushioda,
2011).
2.1.2.1.2. Creating classroom atmosphere
Students’ anxiety is one of the most recognized factors that undermine
learning effectiveness and second language motivation (Dörnyei, 2007;
MacIntyre, 2002; Young, 1999). Safe classroom environments are the most
productive in involving the learner in the learning process. In such

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environments, students are encouraged to express their opinions and
perspectives on different issues because they feel safe and protected from
embarrassment and sarcasm. Creating a safe teaching environment also
includes developing a sense of community and promoting “a palpable sense
of belonging” (White, 2007, p. 104).
2.1.2.1.3.Building Cohesiveness
Cohesiveness among learners has an influential motivational impact on
learning. Uncooperative groups can have ineffective results in learning.
Effective group norms are those developed by both teacher and learners.
Group norms that are mandated by teachers have been proved to be
ineffective unless the majority of the class agrees that they are appropriate and
right (Ehrman & Dörnyei, 1998). Another important norm that contributes to
cohesive groups is the tolerance of learners’ mistakes and viewing them as
something positive which may contribute to improvement and an indication of
learning new information.
2.1.2.2. Generating Students’ Motivation
Teachers can achieve this aim of generating students’ motivation
through implementing various strategies. First, teachers should enhance
learners’ values and attitudes toward the language, including their intrinsic,
intercultural, and instrumental values. Generating learners’ interest and
enjoyment to study is a key issue here. Teachers should know how to “whet
the students’ appetite and attract their attention to learn the language (Dörnyei
& Ushioda, 2011, p. 114). The target culture is also a useful tool to generate
the integrative orientation of the learners through introducing authentic
materials which reflect the target culture and community of the target
language. However, for some learners, learning the language is a means to an
end, and teachers should be aware of that and try to pay attention to the

instrumental value of learning the language. For instance, some learners study
the target language in order to gain a rewarding career. Therefore, teachers
should draw the students’ attention to the fact that speaking the language
fluently is crucial to their achievement of their ambitions.
Second, teachers should promote the learners’ expectations of success
in the secnd language. This notion is based on Atkinson and Raynor’s (1974)
achievement motivation model. The theory conceptualized that students will
have a greater tendency to do an activity if they feel they will succeed in that
particular activity. Hence, it is unlikely to aim for something if we know that
we will eventually fail. Brophy (1998) states that, “the simplest way to ensure
that students expect success is to make sure that they achieve it constantly” (p.
60). Other ways to increase students’ expectancy of success include assisting
them and giving them time to prepare for tasks, explaining to them what
success is involved in the task and how to achieve it, and help them overcome
any obstacle they may face (Dornyei, 2011).
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Third, teachers should orient the students toward particular goals and
work together to realize these goals. In fact, in many teaching situations,
teachers work with a pre-determined syllabus and already planned goal of the
course, but many research studies have found that these goals most often do
not match the students’ goals. More importantly, many students have been
reported that they do not understand why they are given a particular activity.
As a result, it is the role of the teacher to steer the class towards a particular
goal and explain to the students the purpose of each activity and help them
achieve that goal. One of the problems that may face both teachers and
learners is the diversity of learners’ goals in the sense that every learner may
bring a distinct goal, and some of them are in the classroom because not that
they have a goal but rather they have to be there. “It is fundamental to the

successful working of a group to have a sense of direction and a common
purpose. Defining and agreeing aims is one of the hardest tasks that the group
has to undertake together” (Hadfield, 1992, p. 134, as quoted by Dörnyei,
2001, p. 60). The implication here is that teachers should understand each
learner’s goals and with the learners create a set of goals for the whole group
and work to fulfill these goals.
The fourth strategy to generate motivation is to make the teaching
materials relevant to the learners. Brophey (1998) argues that schools build
their curriculum on societal norms and what the society thinks students should
learn rather than giving students a choice to learn what they think is relevant
to their needs. So, the motivation to learn decreases dramatically when the
learners learn something they do not see any relevant to their lives. Dörnyei
(2001) suggests that teachers should make materials as relevant as possible to
the students’ lives and, if necessary, teachers should supplement some
activities in textbooks with more relevant materials that can motivate students
to learn because they can apply it to their own experiences.
Finally, teachers should help students create realistic beliefs about
language learning. Some learners bring some unrealistic learning beliefs about
how much progress or learning they can achieve in a particular class. If they
do not see that their beliefs or expectations are not achieved, they will become
disappointed and lose interest in the course. Teachers, therefore, should
explain the complexity to learn an second language and develop students’
understanding of the nature of the process. Moreover, teachers should help
students realize that there are various ways to achieve success in the learning
process and encourage each learner to find his/her distinct ways of learning.
2.1.2.3. Maintaining and Protecting Motivation
2.1.2.3.1.Teaching methodology
One way to maintain motivation is to make the learning experience
enjoyable and stimulating. This can occur in variety of ways. For instance,
teachers can make teaching more interesting through varying their teaching

styles, presentations, different materials, and learning tasks. Interesting tasks
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have been viewed as one of the greatest components of motivation
(Anderman & Anderman, 2010). Teaching can also be interesting if teachers
introduce novel techniques and make the task challenging but achievable. The
way teachers present tasks can be either motivating or demotivating
depending on teachers’ will not be able to progress if they have any doubts
about their abilities (Dornyei & Ushioda, 2011). Teachers can promote
learners’ self-confidence administration of the tasks. This includes clarifying
the aim of the task, arousing learners’ anticipation toward the task, and
offering suitable strategies for doing the task.
2.1.2.3.2.Promoting learner's selfmotivation
Most of the discussions on maintaining motivation emphasized the
teacher’s role, but if we also give the students the opportunity to share this
responsibility, it will be beneficial. Learners who motivate themselves exhibit
more success in pursuing their goals. Teachers can promote their students’
self-motivation by using useful strategies
 Having high expectations: teachers should strive to motivate and
engage all their students in learning rather than simply accepting that
some students cannot be engaged and are destined to do poorly.
Moreover, they should have high expectations of themselves and their
own learning!
 Acknowledging individual differences: What is highly important here
is the fact that teachers should bear this in mind that personalizing the
learning for their students as well as knowing that students develop at
different rates can help them up to a great deal.
 Using a range of pedagogies: this mainly centers on the fact that
teachers should use techniques that best serve the learning needs of

their students so that they can learn on themselves through discovery.
Besides, effective teachers know that students learn best if they are
provided with opportunities to learn not only from the teacher but also
from other students and from sources outside the school that are now
more readily accessible through various forms of technology.
 Encouraging student responsibility: teachers had better teach in a
way that encourages students to take greater responsibility for their
own learning so to make sure their students know what the goals of the
learning program are and therefore it results in Students being actively
involved in evaluating their own learning.
 Having Mastery over Their Teaching Content: this mainly highlights
the fact that teachers are to have thorough knowledge of their subject
content and skills and accordingly use their knowledge of learning
processes to determine which will be most effective to help the
particular students in their classes learn successfully.

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 Monitoring progress and providing feedback: for teachers to be
effective ones, it is absolutely necessary to closely monitor each
student’s achievements mainly because this gives them valuable
information to assess the impact of their teaching. Effective teachers
are also in the habit of constantly reflecting on how well they are
getting through to their students and searching for better ways of
teaching those who are not responding as well as extending those who
are achieving well.
2.2.Practical background
The control charts were delivered to 176students of classes (12A5, 12A6,
10A2, 10A3) to gather actual affairs of teaching and learning English at Ha

Van Mao highschool
2.2.1.For the teachers

Note:
A:teacher
B: short of reference
C:lack of basic knowledge
D: other ideas

Figure1: Factors affecting to students' result of learning English
According to the data from the figure, it is the factor" teacher"that plays
the most crucial role in students' English learning. In fact, the collected
information from students and English teachers show some limitations in
English teacher's method demotivating students.
2.2.1.1 Teaching strategies
Teaching strategies must be taken into account. All the data shown in
the study prove that the teachers’ teaching strategies are not interesting
enough to draw their students’ attention and interest. The techniques and
activities employed in their lessons seem to be monotonous. For example, the
teachers keep delivering the new language items orally and by writing on the
board most of the time in Vietnamese or little English while students just look
at the board and take notes. Also, students are frequently asked to work
individually. Pair work and group work are rarely used. The interaction
among teachers and students is only realized by the teachers’ few questions
and students’ answers. It may be concluded that the teachers simply follow
the framework of the textbook and teach what is required in syllabus. Hence,
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the teaching strategies used by the teachers in certain circumstance are not in

relevance and effectiveness.
Despite all the talk online and among innovative language teachers, the
truth is that the grammar syllabus and approach still rules in this world. The
evaluation to be successful in this kind of examination, only a good grasp of
vocabulary, some grammatical points, and reading comprehension are
sufficient. Therefore, teacher only focuses on teaching grammar
2.2.1.2. Teacher quality
The collected information proves that the Engish teachers of Ha Van
Mao highschool are mainly young and not very experienced in their teaching.
They often have 5- 10 year experience. More than a half of English teachers
quantity is women who are looking after children. Due to that limitation, the
teachers may not have enough time to try out on many ways of teaching; they
need time to find out the most suitable and effective methods and techniques
to apply in their teaching for ethnic minority students.
2.2.2. Motivation
Note:
A: to get a good job in the
future
B: a compulsory subject
C: a loved subject
D: other ideas

Figure2: students' motivation in learning English
The data shown on the figure indicate that for most learners, learning
English is a duty — something that they have to, but they don’t want to do.
They don’t see pleasure in learning English. These students have low
motivation to participate in class, and they simply try to get a passing mark to
get rid of the course.
Another demotivating factor is that English is considered as a general
subject compared to special subjects such as physics, chemistry, mathematics

and biology . Only few students attend the classes to learn some special points
to be successful in examination such as grammar and vocabulary. However
,the number of these is not much.

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According to a survey of the result of English in school year 2015-2016
I conducted in Ha Van Mao high school, only 7 students in comparison wih
120 students who took the University entrance examination chose English as
special subject to win a place at university in school year 2015-2016.
English is considered as one of the core subjects in curiculumn and in
the National Examination. However, most students do not like learning
English ,even dislike. They find challenges in learning this subject, which
causes bad result of students' English learning at Ha Van Mao highschool
The given data show the insufficient awareness of the important role of
English and lack of students' motivation in learning English
2. 3. Some suggested solutions
From these findings the researcher would like to give some suggestions
to raise the motivation for students, to some extent, may help the teachers and
learners in their teaching and learning process.
2.3.1. Using relevant and useful teaching techniques
The easiest way is to give the students more chances to play games,
sing songs, take part in plays and competitions in English. For students, they
are usually active and love to join the games and competition to show their
ability. In addition, they are in favor of songs and plays. It is easier for them
to learn by heart new words through songs and plays. When they can sing
songs or act as a character in a play, they will be more confident to speak
English. Games, songs and plays as well can be used both in normal English
lessons and everyweek optional lessons. Hence, teachers should organize

games, plays, songs and even a small competition to encourage the children
and warm up the classroom atmosphere. After such activities, teachers may
give good comments and present the winners or the best ones small gifts
which will leave sweet memories in students’ mind.
2.3.2. Creating English environment
In the class, the teachers should try to speak and make their ideas
understood in English. It seems not very natural to use only Vietnamese in
English lessons. It does not mean that they should not use Vietnamese, as
sometimes they have to explain abstract and complex things and make sure
students understand well what they need to know. However, it is obvious that
teachers should use English to communicate with their students in the class in
order to make them familiar with the English pronunciation. It also provides
opportunities for teachers to practice and improve their English.
Additionally, teachers should make sure that all students speak during
lessons. One of the most important steps that a student needs to take in order
to learn a new language is to speak it. Speaking lets students have a feeling of
being involved in the lessons. Therefore, teachers should give students
opportunities and time to practice and raise their voices freely. Students are
encouraged to ask questions, give suggestions, share ideas, and tell stories.
The open and friendly interactions among teachers and students and among
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students themselves are highly appreciated. Therefore, pair work and group
work should be frequently used.
Morever, if students have opportunity to make direct conversation with
native speakers, they will surely be motivated in learning English
An English Club should be set up to increase the awareness and skills
of students in the English language through the integration of communication
and information technologies, arts and the promotion of the institutional

values.
“Ha Van Mao English club” has been established since 2015-2016,
which provides an opportunity for English language learners to practise using
English in a relaxing and friendly
2.3.3. Using visual aids
Visual aids are welcomed in most of the lessons. Students can learn
best when they are happy and excited. Because of their little background
knowledge and practical experience, the teachers should present their lessons
visually and vividly to draw students’ attention and interest by using colorful
pictures, diagrams, or real objectives, etc.
2.3.4. Adapting the textbook
It is necessary for teacher to adapt the textbook to make it interesting
to the students. Depending on certain units and lessons, teachers can adapt the
their teaching material by omitting, re-ordering, replacing, combining, or
adding tasks. For example, when the topic of the lesson is not relevant to
students’ background knowledge, the teachers should discover what students
know about it prior to teaching and design the lesson based on that
knowledge. However, an important thing to remember when adapting
teaching materials is everything presented needs to be made clear and
specifically. It is better to start teaching the ethnic students from simple to
complex things. By doing that, English can help them to boost their
confidence and raise their voice in modern society.
2.3.5. Using pedagogical skills.
Teachers are also advisable to be gentle and sensitive to their students’
errors and mistakes. Children are always afraid of making mistakes and being
laughed at in public; if they are hurt once, they will gradually be reserved and
quiet. They may no longer dare to have a word in front of the classmates.
Therefore, the teachers should be reliable to students for their mistake
correction without making them shy. Furthermore, the teachers need to have
sense of humor to make good impressions on their students. Another

important thing is that teachers should not disregard ethnic minority students
but show honest sympathies with their disadvantages to close the gap between
the teachers and students.
2.3.6. Using suitable evaluation
Teacher should be fexible in evaluation. Needless to say, evaluation and
assessment can focus on different aspects of teaching and learning:
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respectively textbooks and instructional materials, student achievement, and
whole programs of instruction. We shoud decide which test is suitable wih the
students
Futhermore, it is necessary that the teacher should not always pay
atttention to the students’ mistakes. Instead, the teacher should encourage
them to use English as much as possible during the lesson and create a
friendly learning environmment so that the students will be more confident
and be ready to receive the new knowledge.
2.3.7. Building Positive Relationships
Teachers are advised to develop productive relationships with their
students i.e. they get to know them and take a particular interest in their
overall development and progress and also try to work collaboratively to
benefit student learning.
We, as teachers, should be able to do something beyond our teaching
tasks and if we make good relationship with our students we can read their
mind and interests to reach our goals. I am sure teachers can improve
students' behavior too if they honestly do themselves what they want from
others to do. Students need patience and attention but teachers before
attending a class must know some knowledge and experience of psychology
and management. How can we establish a sincere atmosphere? how to react in
different circumstances and much more, how to recognize their abilities,

interests and dislikes. It is necessary to mention that strengthening student's
self respect and self actualization is of high priority
2.3.8 Raising the awareness of the importance of English
It is suggested that teacher have important role in raising the
awareness of the importance of English through parents society meeting or
class meeting, linking school-based with family- and society-based education
and creating an effective English education environment at Ha Va Mao high
school
Creating vocational activities by inviting old students who have got
achivements or students of higher eduction. They will share their knowledge
of importance of English in choosing career and applying for good job
The suggestion that English shoud be one of the core subjects in
National examiation and highschool entrance examination should be given so
that the students have better awareness of English since lower grades
2.3.9. Creating some extracurricular activities
Teacher should prepare and encourage students to join in
extracurricular activities which are student experiences and activities not
included in the educational curriculum. These activities are a significant part
of education. It has been proved that extracurricular activities are as necessary
as regular classes for development of skills (Tenhouse, 2003; Eccles, 2003).
Furthermore, extracurricular activities are good opportunities for students to
achieve their curricular goals. Students discover and develop their skills
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through these activities for achievement. Extracurricular activities are
performed at all levels of schools in many different ways such as sports,
clubs, debate, music, art, school newspaper.
In school year 2018-2019, English group cooperated with other
organizations to hold interesting programmes named: English singing contest,

Ring the golden bell. With the full participation of classes, there were 10
competitors with 15 wonderful shows made students have a good experience
with English
2.4. Effectiveness of the teaching experience
These suggested activities have been applied in my teaching to 10th and
12th grade at Ha Van Mao high school since the school year 2017-2018 and
they seem to be useful to students. Most of the students find it easier and
more comfortable with English lessons. This is shown through their high
motivation and interest in learning English, their active participation in
activities and many students at low levels can finish required task. As a result,
students’ result, to some extent, has been improved during the school years.
Below is the result achieved from students of class 10A2 and 12A5 who
learnt English with applied solutions in comparision with the students of class
10A3 and 12A6 who were taught English without applying given solutions in
the school year 2017-2018
 The rate of excellent and good students increase. Below is the result
achieved from students of class 10A2 and 10A3 in school year 20172018
Chart 1:The result at the end of school year 2017-2018
Class
Number of
Excellence Good
Average
Weak
students
10A3
44
0 ( 0%)
8 (18%)
31(70.5%) 5( 11.5%)
10A2

45
3 (6.6%)
6(26.7%)
29( 64.5%) 1 ( 2.2%)
 The average mark students of class 12A5 get in the Nation Examination
in comparison with the one of class 12A6 is higher, and none of
students get mark below 1.5
Chart 2: The result of the National Examination
Class

Number of Good
Average
Under 5
Under 1.5
students
12A6
44
0 ( 0%)
1 (2.3%)
40(90.7%)
3(7%)
12A5
43
3(7%)
5 ( 11.6%) 35(81.4%)
0
The number of students in class 12A5 choosing English as a
special subject for their university entrance examination rose up to 9
(9/43students joining in university entrance examination)
- More and more students participate in English club and English

book club
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The given information show the effectiveness of this study. Students
seem to be eager to learn English. They are more confident in using English
in both class and daily conversation
3. CONCLUSION
3.1. Conclusion
In this paper, I addressed some major influential theories of second
language motivation and the role of the teacher in enhancing learners’
motivation and helping them achieve continuous progress in their language
learning process. The body of literature in the field of motivation has shown
that teachers play significant roles in increasing, or decreasing, students’
motivation. The implications of motivational models and strategies can be
beneficial for learner and teachers. Teachers would find it so helpful to
integrate these motivational strategies in their classrooms and help their
students make the most of their English learning. While each of the theories
and strategies that I reviewed has some value, no single theory or strategy can
sufficiently explain learners’ motivation. Therefore, it would be wise if
teachers drew eclectically from these theories and strategies, or at least most
of them, and try different combinations in their classrooms, taking into
consideration that learners are different and thus different motivational
strategies may work differently with each group of students. In addition, it is
significant that teachers should be aware of their actions and behaviors in
classroom because it is very likely that teachers’ actions can demotivate
learners.
3.2. Suggestions for further study
In conclusion, to make the English learning process of students at Ha
Van Mao become more effective, it depends on not solely the improvement of

students' motivation but also other aspects. However, basing on these findings
on the study, some suggested solutions given to the teachers show their
effectiveness
This thesis, it is also needed to study more about personal attitude and
parental influence which are also the fundamental factors in learning English
It is necessary to discuss more about teaching methodology of English
which meets minority students’ local needs, natural and economic
circumstances, and their background. It will surely promote their efficiency of
learning English. It is better to start teaching them in a simple and locally
based curriculum
Additionaly, we can creat more activities for English club by keeping
cooperation with trustful other organizations to hold several interesting
programmes like “Ring The Golden Bell in English”, “The Speech Contest
competitions”, “English Summer camps” and so forth with the hope of
bringing a good and safe environment of meeting new friends and using
English to all students of Ha Van Mao highschool
14


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Thanh Hóa 20 tháng5 năm2019
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