A study on motivational strategies in teaching speaking skills to the first year english major students at ha nam teachers’ training college

VIETNAM NATIONAL UNIVERSITY-HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES



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BÙI THỊ NGỌC HUỆ

A STUDY ON MOTIVATIONAL
STRATEGIES IN TEACHING SPEAKING
SKILLS TO THE FIRST-YEAR ENGLISH
MAJOR STUDENTS AT HANAM
TEACHERS’ TRAINING COLLEGE
(Nghiên cứu về các chiến thuật thúc đẩy dạy kỹ
năng nói cho sinh viên năm nhất chuyên ngành
tiếng Anh tại trường Cao đẳng Sư phạm Hà
Nam)
MINOR M.A THESIS

Field:

English Teaching Methodology

Code:

60.14.10

Hanoi, 2013


VIETNAM NATIONAL UNIVERSITY-HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES



---

---

BÙI THỊ NGỌC HUỆ
A STUDY ON MOTIVATIONAL
STRATEGIES IN TEACHING SPEAKING
SKILLS TO THE FIRST-YEAR ENGLISH
MAJOR STUDENTS AT HANAM
TEACHERS’ TRAINING COLLEGE
(Nghiên cứu về các chiến thuật thúc đẩy dạy kỹ
năng nói cho sinh viên năm nhất chuyên ngành
tiếng Anh tại trường Cao đẳng Sư phạm Hà
Nam)

MINOR M.A THESIS

Field:

English Teaching Methodology

Code:

60.14.10

Supervisor: Assoc. Prof. Dr. Nguyễn Văn Độ


Hanoi, 2013


DECLARATION
I certify that this minor thesis submitted in partial fulfillment of the
requirements for the degree of the Master of Arts is the result of my own work. The
data and findings in the thesis are true and have not been published elsewhere.

Signature
Bùi Thị Ngọc Huệ

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ACKNOWLEDGEMENTS
To accomplish this study, I am indebted to many people for their meaningful
help.
First of all, I would like to express my deepest gratitude to my supervisor,
Assoc. Prof. Dr. Nguyen Van Do for his valuable guidance, enthusiastic support,
critical feedback, and especially, his enormous encouragement for the completion of

the study.
I am also grateful to all the lecturers of Post-graduate Department, Hanoi,
University of Languages and International Studies, Vietnam National University for
their enthusiastic guidance and valuable lectures during the course.
I would like to express my sincere thanks to all my colleagues and my
students at Hanam Teachers’ Training College for their helpful participation in my
questionnaires and my interviews, without which my thesis could not have been
accomplished.
Finally, I am indebted to my friends and my family, especially my husband
for his love, his care, his help and his enormous encouragement during the process
of writing this thesis, and my little baby, who gave me great inspiration and spiritual
support for the completion of this study.

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ABSTRACT
Motivation is considered one of the most important factors in helping
teaching and learning gain success. The majority of the first-year English major
students at Hanam Teachers’ Training College need motivating to get effective
communication in English speaking skills because of the fact that at high school
they almost only focus on other skills such as reading, writing, grammatical
competence to pass the entrance exam. Therefore, this study aims at investigating
kinds of motivation the first-year English major students are having, strategies and
techniques teachers of speaking are applying to motivate their students, as well as
seeking difficulties the students are facing. Then, some suggestions on motivational
strategies and techniques are provided for teachers and students to help them to
succeed in speaking lessons. The instruments employed in this study were surveyed
questionnaires for teachers and first-year English major students, direct interviews
and classroom observation. The data collected were calculated, analyzed and the

results were also drawn out.

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LIST OF ABBREVIATIONS
CLT: Communicative Language Teaching

No: Number
L2: Second language
LIST OF TABLES
Table 1: Components of foreign language learning motivation (Dornyei, 1994a:
280)
Table 2: Williams and Burden’s (1997) framework of motivation in language
learning
Table 3: Students’ goal for learning speaking
Table 4: Necessity to motivate students in stages of a speaking lesson
Table 5: Activities teachers do before a speaking task
Table 6: Ways of organizing speaking activities
Table 7: Ways of grouping
Table 8: Activities teachers do while students practice speaking
Table 9: Activities teachers do when students show low motivation in speaking
activities
Table 10: Activities teachers do to encourage students to speak
Table 11: Activities teachers do after students finish practicing
Table 12: The motivational strategies used by the teachers by frequency
Table 13: Level of difficulty of speaking English well
Table 14: Difficulties students encounter when participating in speaking activities
Table 15: Students’ preference of being grouped

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TABLE OF CONTENTS
DECLARATION ……………………………………………………………….

i

ACKNOWLEDGEMENTS ………………………………………………........

ii

ABSTRACT …………………………………………………………………….

iii

LIST OF ABREVIATION ……………………………………………………..

iv

LIST OF TABLES ……………………………………………………………...

iv

TABLE OF CONTENTS ………………………………………………………

v

PART I: INTRODUCTION …………………………………………………...

1

1. Rationale of the study ………………………………………………………... 1
2. Aims of the study …………………………………………………………….

2

3. Research questions …………………………………………………………... 2

4. Methods of the study …………………………………………………………
5. Scope of the study ……………………………………………………………
6. Significance of the study …………………………………………………….. 3
7. Design of the study …………………………………………………………..3

PART II: DEVELOPMENT …………………………………………………..
CHAPTER 1: LITERATURE REVIEW ……………………………………..
1.1 Theoretical background of motivation ……………………………………
1.1.1 Definitions of motivation ………………………………………………..
1.1.2 Motivation in L2 learning ………………………………………………..
1.1.3 Type of motivation in L2 learning ………………………………………
1.1.4 The importance of motivation in L2 learning …………………………...
1.1.5 Main de-motivating factors affecting motivation in L2 learning ………..
1.1.5.1 Definitions of de-motivation ………………………………………...
1.1.5.2 Main de-motivating factors affecting motivation in L2 learning ……
1.1.5.2.1 Learners’ factors …………………………………………………
1.1.5.2.2 Teachers’ factors ………………………………………………...
1.1.5.2.3 Teaching and learning conditions ………………………………..

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1.1.6 Motivational strategies in teaching and learning L2 ……………………
1.2 Theoretical background of teaching speaking skills …………………….
1.2.1 Definitions of speaking …………………………………………………
1.2.2 The importance of speaking skills ………………………………………
1.2.3 Communicative language teaching approach …………………………...

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1.2.4 Approaches to teaching speaking skills …………………………………
1.2.4.1 Teaching interactional skills ………………………………………...
1.2.4.2 Integrating pronunciation teaching …………………………………. 18
1.2.4.3 Accuracy and fluency .………………………………………………
1.2.5 Principles of teaching speaking ………………………………………….

18

CHAPTER 2: METHODOLOGY …………………………………………….

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2.1 Context of the study ………………………………………………………...

20

2.2 Participants of the study …………………………………………………….

21

2.3 Instruments of the study …………………………………………………….

21

2.3.1 Survey questionnaires …………………………………………………..
2.3.2 Interviews ……………………………………………………………….
2.3.3 Classroom observation ………………………………………………….
2.4 Data collection procedures ………………………………………………….
CHAPTER 3: DATA ANALYSIS AND FINDINGS ………………………...
3.1 Kinds of motivation in learning speaking skills …………………………….

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3.2Strategies and techniques applied by the teachers to motivate their s

3.3Main factors de-motivating students in English speaking ……………

3.4Motivational strategies and techniques can be applied to motivate st
PART III: CONCLUSION …………………………………………………….
1. Summary of the findings ……………………………………………………. 42
2. Limitations of the study …………………………………………………….. 43
3. Suggestions for further researches ………………………………………….. 43

REFERENCES …………………………………………………………………

44

APPENDICES ………………………………………………………………….

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APPENDIX 1 ……………………………………………………………………

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APPENDIX 5
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PART I: INTRODUCTION
1. Rationale of the study
Today, English has become an international language. It is spoken as a
second language and an official language in many countries, and as a foreign
language by a great number of people in the global world as well. Besides, it is also
a medium of communication in many fields such as aviation, technology, politics,
science, commerce, internet, and so on. Therefore, competence of using English
accurately and fluently is of great importance to a lot of people.
Because English has become so important, many non-native English
speaking countries including Vietnam pay more and more attention to teaching and
learning English. In fact, in Vietnam English is a compulsory subject in schools,
colleges and universities. The number of people using English to communicate is on
the rise. Most of the English textbooks are republished in the forms of
communicative ones to meet learners’ need. Also, instead of traditional methods in
which grammatical competence is much more paid attention to, communicative
language teaching approach has been widely applied.
However, there is a fact that a large number of students, even English major
students cannot communicate in oral English although they are the first-year

students at a college or a university. One of the reasons for this issue is that most of
the students only focus on grammatical competence to sit for the entrance exams,
and distract communicative competence. Indeed, much more attention is paid to
reading skill, writing skill and language focus. Whereas, speaking skill is considered
as one of the most important skills to help learners to gain communicative
competence. As researchers and educators, what we should do to help learners
achieve communicative goals to meet their needs in using oral language effectively.
Therefore, with the study “A study on motivational strategies in teaching speaking
skills to the first-year English major students at Hanam Teachers’ Training
College”, the researcher of this study does hope that the study

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will help teachers of speaking skill in some ways to find appropriately motivational
strategies in speaking lessons to respond to their students’ need for effective
communication.
2. Aims of the study
The study aims at investigating the motivational strategies in teaching
speaking skills to the first-year English major students at Hanam Teachers’ Training
College. To be more specific, the aims of the study are:
 To investigate kinds of motivation the first-year English major students at

Hanam Teachers’ Training College possess.
 To investigate strategies and techniques teachers of speaking skill apply to

motivate their students in speaking lessons.
 To investigate main factors de-motivating students in learning speaking skill.
 To suggest strategies and techniques teachers of speaking can apply to

motivate the students in English speaking lessons.
3.

Research questions

The following research questions are raised to answer to the aims of the study:
1. What kinds of motivation are possessed by the first-year English major

students in learning speaking skill?
2. What strategies and techniques are applied by the teachers of speaking to

motivate the students in speaking lessons?
3. What are main factors de-motivating the students in learning speaking skill?
4. What motivational strategies and techniques can be applied in teaching

speaking skill to help the students achieve effective communication?
4.

Methods of the study
Both quantitative and qualitative methods are employed to carry out the

study. The data are collected by means of survey questionnaires, interviews and
classroom observation.

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5. Scope of the study
To succeed in teaching and learning a foreign language, many factors are
paid attention to. Among these factors, motivational strategies are the focal point of

the study as a main factor in teaching speaking skills. Due to the time constraints,
this study only involves teachers of English speaking skills and the first-year
English major students at Hanam Teachers’ Training College.
6. Significance of the study
The study hopes to contribute a part to help teachers find out more
motivational strategies to give a great assistance to their students to improve their
speaking skills and achieve communicative competence.
7. Design of the study
This study consists of three main parts:
Part I, Introduction presents the rationale of the study, the aims of the study,
research questions, scope of the study, significance of the study, methods of the
study, and design of the study.
Part II, Development includes three following chapters.
Chapter 1, Literature Review displays the theoretical background of
motivation and the theoretical background of teaching speaking skills.
Chapter 2, Methodology presents the context of the study, participants,
research instruments and data collection procedures and methods.
Chapter 3, Data Analysis and Findings focuses on analysis about kinds of
motivation possessed by the first-year English major students, strategies and
techniques used by teachers of speaking, factors de-motivating students in learning
speaking skills, and motivational strategies and techniques can be applied.
Part III, Conclusion summarizes the findings, limitations of the study and
suggestions for further study are provided in this part.
References and Appendices are presented in the last pages of the study

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PART II: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW

1.1 Theoretical background of motivation
1.1.1 Definitions of motivation
There have been a great number of different theories of motivation
throughout many researches in years. Motivation is considered to be hard to define.
As Gardner (2006, p.242) states “motivation is a very complex phenomenon with
many facets … Thus, it is not possible to give a simple definition”. This is because
the term motivation has been viewed differently by different schools of thought.
From the behavioristic perspective, motivation is “quite simply the anticipation of
reward” (Brown, 2000, p.160). However, according to cognitivists, the term
motivation as being more related to the learners’ decisions as Keller (1983, p.389),
quoted by Brown (ibid, p.160), stated, “the choices people make as to what
experiences or goals they will approach or avoid, and the degree of effort they exert
in that respect”. In the constructivists’ definition of motivation, they place “further
emphasis on social contexts as well as the individuals’ decisions” (ibid). Despite the
differences, in all the definitions of motivation given by the three schools of thought
the concept of “needs” is emphasized, that is, “the fulfillment of needs is rewarding,
requires choices, and in many cases must be interpreted in a social context” (ibid,
p.161).
Dornyei (2001, p.613) defined motivation as “a general way of referring to
the antecedents (i.e. the causes and the origins”. He also stated 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 activities” (2001, p.7). The author
mentioned two dimensions of human behavior: direction and magnitude (intensity)
which motivation concerns.

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1.1.2 Motivation in second language learning
Recently, motivation in second language learning has become educators’

great interest.
Lightbown and Spada (1999, p.56) note that motivation in second language
learning is quite complicate to study which can be explained in terms of two
factors: learners’ communicative needs and their attitudes towards the second
language community.
Besides, Parson, Hinson and Brown (2001, p.28) define motivation as an
important component or factor in the learning process. Learning and motivation
have the same importance in order to achieve something. Learning makes us gain
new knowledge and skills and motivation pushes us or encourages us to go through
the learning process.
Also, according to Ellis (1994) and Mcdonough (1983), learners’ motivation
has been widely accepted as a key factor which influences the rate and success of
second/ foreign language learning.
Holt (2001, p.1), referring to Cookes and Schmidt (1991), defines motivation
as “…the learners’ orientation with regard to the goal of learning as a second
language”.
Dornyei (1994a) developed a general framework of second language (L2)
motivation that attempted to synthesize various lines of research by offering an
extensive list of motivational components categorized into three main dimensions:
the Language Level, the Learner Level, and the Learning Situation Level, presented
in table 1 below:

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Table 1: Components of foreign language learning motivation (Dornyei, 1994a: 280)
Language Level
Learner Level

Learning Situation Level

Course-Specific
Motivational Components

Teacher-Specific
Motivational Components

Group-Specific
Motivational Components

Besides, the motivational components that are relevant to L2 instruction have
been recently summarized by Williams and Burden (1997) as part of a larger
overview of psychology for language teachers, pointed out in table 2 below:

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Table 2: Williams and Burden’s (1997) framework of motivation in language learning
Internal factors
Intrinsic interest of activity
•

arousal of curiosity

• optimal degree of challenge
Perceived value of activity
•

personal relevance

• anticipated value of outcomes

• intrinsic value attributed to the activity
Sense of agency
•

locus of causality

• locus of control RE process and outcomes
• ability to set appropriate goals
Mastery
•

feelings of competence

•

awareness of developing skills and mastery in a
chosen area

•

self-efficacy

Self-concept
• realistic awareness of personal
• strengths and weaknesses in skills required
•

personal definitions and judgments of success and
failure

•

self-worth concern learned helplessness

Attitudes language learning in general

 to the target language
 to the target language community and
culture Other affective states

 confidence
 anxiety, fear
Developmental age and stage
Gender

From the views above, motivation, one of the main factors combining with
other factors has great influences to learners’ success or failure.

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1.1.3 Types of motivation in second language learning
Motivation can be classified into two main categories: intrinsic and extrinsic
motivation.
The word “intrinsic” means “innate” or “within”, therefore intrinsic
motivation originates in the individual itself. Learners willingly and voluntarily try
to learn what they suppose it is worth and important to them. There are no external
factors affecting their study. On the other hand, their study completely comes from
within them, from the inner desire to learn and depends on their own will, without
any rewards as well as without the need for external outcomes. Therefore, teachers

do not have many influences on students’ intrinsic motivation.
In contrast to intrinsic motivation, extrinsic motivation depends much on
external factors. It is based on external outcomes such as rewards or punishment to
persuade learners to take part in learning activities. This extrinsic motivation brings
a negative impact to the students because they do not learn with their strong
intention or will but because of the rewards or the punishment. Thus, if the goal of
an intrinsic motivated student can last a long time because of their inner desire and
their own will to fulfill a positive learning outcome, the goal of an extrinsic
motivated student perhaps exists in a short period of time when the rewards or the
punishment no longer interest them.
Motivation in second language learning is divided into two types by Harmer
(1991, p.3) as follows:
Short-term goal refers to students’ wish or desire to do something in near
future such as passing their examination, or getting good marks or high scores.
Long-term goal refers to students’ or learners’ wish or desire to get a better
job in the future, or to be able to communicate with other people or native speakers
in the target language they learn.
In addition, motivation in second language learning is more broadly
categorized into two categories: integrative and instrumental motivation.

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Saville-Troike (2006, p.86) defines integrative motivation as the desire to be
a part of recognized important members of the community or that society that speak
the second language. It is based on interest in learning the second language because
of their need to learn about, associate or socialize with the people who use it or
because of purpose or intention to participate or integrate in the second language
using the same language in that community; but sometimes it involves emotion or
affective factors a great deal.

Also, according to Saville-Troike (2006, p.86), instrumental motivation
involves the concepts of purely practical value in learning the second language in
order to increase learners’ careers or business opportunities, giving them more
prestige and power, accessing scientific and technical information, or just passing a
course of their study in school.
1.1.4 The importance of motivation in second language learning
The importance of motivation in enhancing second or foreign language
learning is undeniable. Lifrieri (2005, p.4) points out “when asked about the factors
which influence individual levels of success in any activity – such as language
learning, most people would certainly mention motivation among them”.
Brown (2000, p.160) states that “it is easy in second language learning to
claim that a learner will be successful with the proper motivation”.
Gardner (2006, p.241) posits that “students with higher levels of motivation
will do better than students with lower levels”. He further adds that “if one is
motivated, he/she has reasons (motives) for engaging in the relevant activities,
expends effort, persists in the activities, attends to the tasks, shows desire to achieve
the goal, enjoys the activities, etc” (Gardner, 2006, p.243).
Spolsky (1990, p.157) stated that motivated students are likely to learn more
and learn more quickly than less-motivated students. In a particular learning situation,
students who are less motivated are likely to lose their attention, misbehave and cause
discipline problems. On the other hand, students who are more

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highly motivated will participate actively and pay more attention to a certain
learning task or activity.
Motivation is one of some important factors that may influence students’
English achievement (Yu-mei, 2009).
Li & Pan (2009) state that among the factors influencing students’ learning,

motivation is considered as an important reason for different achievement. It
determines the success or failure in second language learning because it can directly
influence the frequency of using learning strategies, willpower of learning, goal
setting, and the achievement in learning.
1.1.5 Main de-motivating factors affecting motivation in L2 learning
1.1.5.1 Definitions of de-motivation
According to Dornyei (2001, p.143), demotivation is defined as “specific
external forces that reduce or diminish the motivational basis of a behavioral
intention or an ongoing action”.
Trang and Baldauf (2007, p.100) stated: “demotivation has a negative impact
on students, preventing them from gaining expected learning outcomes”.
1.1.5.2 Main de-motivating factors affecting motivation in L2 learning
Some studies have investigated the factors influencing demotivation at
different levels of education.
Kikuchi and Sakai (2009) listed five demotivating factors among Japanese
learners including learning contents and materials, teachers’ teaching styles,
inadequate school facilities, lack of intrinsic motivation, test scores.
Besides, in order to investigate the sources of demotivation, Dornyei (2001a)
listed the following nine demotivating factors:
 Teachers’ personalities, commitments, competence, teaching methods
 Inadequate school facilities (large class sizes, unsuitable level of classes or

frequent change of teachers)
 Reduced self-confidence due to their experience of failure or lack of success
 Negative attitude toward the foreign language studied

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 Compulsory nature of the foreign language study

 Interference of another foreign language that pupils are studying
 Negative attitude toward the community of the foreign language spoken
 Attitudes of group members
 Course books used in class

Basing on Dornyei’s study, the researcher of this study will focus on main
factors such as: teachers, learners, teaching and learning conditions.
1.1.5.2.1 Learners’ factors
 Intelligence: Many studies using IQ tests and different methods of assessing

language learners have found that IQ scores are a good means of predicting
how successful a learner is. Measures of intelligence may be more strongly
related to certain kinds of L2 abilities than others.
 Personality: It is said that introverted or anxious leaners usually make slower

progress, particularly in the development of oral skills. They are less likely to
take advantage of opportunities to speak; or to seek out such opportunities.
More outgoing students will not worry about the inevitability of making
mistakes. They will take risks, and thus will give themselves much more
practice.
 Age: Second language acquisition is influenced by the age of the learner.

Children, already having solid literacy skills in their own language appear to
be in the best position to acquire a new language efficiently. Motivated, older
learners can be very successful too, but usually struggle to achieve nativespeaker-equivalent pronunciation and intonation.
 Learners’ beliefs: All learners have strong beliefs and opinions about how

instruction should be delivered. Learners’ preferences for learning influence
the kinds of strategies they choose to learn new materials.
 Cognition: In general, it seems that students with greater cognitive abilities

will make the faster progress. Some linguists believe that there is a specific,

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innate language learning ability that is stronger in some students than in
others.
 Experiences: Learners who have acquired general knowledge and experience

are in a stronger position to develop a new language than those who haven’t.
The student, for example, who has already lived in three different countries
and been exposed to various languages and cultures has a stronger base for
learning a further language than the student who hasn’t had such
experiences.
 Motivation: Intrinsic motivation has been found to correlate strongly with

educational achievement. Clearly, students who enjoy language learning and
take pride in their progress will do better than those who don’t. Extrinsic
motivation is also a significant factor. For example, students who need to
learn English in order to take a place at an American university or to
communicate with people who speak English are likely to make greater
efforts and thus greater progress.
1.1.5.2.2 Teachers’ factors
Many researchers concluded that teachers are one of the most determinant
factors of L2 learners’ motivation (Dornyei, 1994; Tanaka, 2005). Many empirical
studies of teachers’ motivation were conducted to identify how teachers influence
learners’ motivation.
Dornyei and Csizer (1998) point out ten commandments for teachers to
motivate language learners: teachers should set a personal behavior example, make

sure that the class atmosphere is relaxed and pleasant, present task properly to the
learners, have good teacher-student relationships, work on increasing learners’ selfconfidence, ensure that the language class is interesting to the students, promote as
much as possible learners’ autonomy, personalize the learning process, increase
learners’ goals, and make sure that learners are familiar with the target language
culture.

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However, this study only focuses on factors such as teachers’ behavior,
relationship between teachers and students and teachers’ enthusiasm basing on
Dornyei’s theory.
 Teachers’ behavior is considered as a powerful tool of motivation in

classroom. Teachers’ behavior can influence the students’ engagement in
class (Dornyei & Csizer, 1998).
 Relationship between teachers and students: 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 contagious in classroom; therefore, if students recognize their

teachers’ enthusiasm to the task, they, too, will be enthusiastic (Dornyei &
Ushioda, 2011).
1.1.5.2.3 Teaching and learning conditions
In addition to physical conditions in the classroom such as the classroom
size, chairs, desks, tables, boards, and bulletin boards, classroom atmosphere is one
of the most important motivational conditions affecting teaching and learning L2.

Students’ anxiety is one of the most recognized factors that undermine learning
effectiveness and second language motivation (Dornyei, 2007; MacIntyre, 2002;
Young, 1999). In safe classroom environments, students are encouraged to express
their opinions and perspectives on different issues because they feel safe and
protected from embarrassment and sarcasm. Humor is a very potential factor to
improve the classroom atmosphere. The use of humor helps students feel at ease
without tension in the air.
1.1.6 Motivational strategies in teaching and learning second language
With motivation being one of the key factors that determine success in
second language learning, strategies in motivating language learners should be seen
as an important aspect of the theoretical analysis of L2 motivation. Interestingly, the

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