Luận văn Thạc sĩ Using ict to increase grade 10 students’ motivation in learning English at a continuing education centre of Hai Duong

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES
*********************

HỒ THỊ THANH THÚY

USING ICT TO INCREASE GRADE 10 STUDENTS’ MOTIVATION
IN LEARNING ENGLISH AT A CONTINUING EDUCATION
CENTRE OF HAI DUONG.
(Sử dụng công nghệ thông tin và truyền thông để tăng động lực học
Tiếng Anh cho học sinh lớp 10 ở một Trung tâm giáo dục thường xuyên
tại Hải Dương.)

M.A. MINOR PROGRAMME THESIS

Field

: English Teaching Methodology

Code

: 8140231.01

HA NOI - 2020


VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST - GRADUATE STUDIES
*********************

HỒ THỊ THANH THÚY

USING ICT TO INCREASE GRADE 10 STUDENTS’ MOTIVATION
IN LEARNING ENGLISH AT A CONTINUING EDUCATION
CENTRE OF HAI DUONG.
(Sử dụng công nghệ thông tin và truyền thông để tăng động lực học Tiếng
Anh cho học sinh lớp 10 ở một Trung tâm giáo dục thường xuyên tại
Hải Dương.)

M.A. MINOR PROGRAMME THESIS

Field

: English Teaching Methodology

Code

: 8140231.01

Supervisor : Assoc. Professor NguyễnThị Mai Hương

HA NOI - 2020


DECLARATION

I, the undersigned, hereby certify my authority of the study project report
entitled “ Using ICT to increase grade 10 students‟ motivation in learning English
at a Continuing Education Centre of Hai Duong” is submitted in partial fulfillment

of the requirements for the Degree of Master of Arts at the Faculty of Postgraduate
Studies - University of Languages and International Studies – Vietnam National
University, Hanoi. I also declare that this thesis is the result of my own work and
effort, and that it has not been submitted for a degree of any other universities.
Where other sources of information have been used, they have been acknowledged.

Hanoi, 2018
Signature of the candidate

Hồ Thị Thanh Thúy
Approved by SUPERVISOR
(Signature and full name)

Date:………………….

i


ACKNOWLEDGEMENTS

First of all, it is my great pleasure to express my sincere gratitude to my
supervisor Assoc. Professor Nguyễn Thị Mai Hương for her invaluable advice,
guidance, support and encouragement during my fulfilment of this minor thesis.
My special thanks also go to the library staff and all lecturers of the Faculty of
Postgraduate Studies - University of Languages and International Studies – Vietnam
National University, Hanoi for providing me with the necessary research materials,
precious lectures and suggestions.
I am really thankful to the grade 10 students at a Continuing Education Centre
who have actively participated in the research.
I also would like to express my great gratitude to my family and many best

friends for the love and support which make a substantial contribution to my
fulfillment of this thesis.

Hồ Thị Thanh Thúy

ii


ABSTRACT

This research was conducted at an education center in Hai Duong, where the
students‟ motivation in learning English is very low. The research, therefore,
focuses on the use of ICT to increase grade 10 students‟ motivation in learning
English at the Continuing Education Centre of Hai Duong. Through an intervention
based on the use of ICT the researcher set out to investigate factors that contribute
to students‟ motivation in the English classroom and what ICT activities motivate
the students effectively. The thesis describes a cycle of action research conducted
on forty-three students of grade 10. The data were collected through students‟
journals, the teacher‟s dairies from class observations and questionnaires. The
results of the research showed that the use of ICT increased the students‟ motivation
in learning English in the classroom. Some pedagogical implications are also
suggested in the hope of assisting Vietnamese teachers in teaching and increasing
learners‟ interest in learning English
Keyword: ICT, motivation, increase, factors

iii


TABLE OF CONTENTS
DECLARATION ....................................................................................................... i

ACKNOWLEDGEMENTS ..................................................................................... ii
ABSTRACT ............................................................................................................. iii
TABLE OF CONTENTS ........................................................................................ iv
LIST OF ABBREVIATIONS................................................................................. vi
LISTS OF TABLES AND FIGURES ................................................................... vii
PART I: INTRODUCTION ....................................................................................1
PART II: DEVELOPMENT ....................................................................................4
CHAPTER 1. LITERATURE REVIEW ................................................................4
1. Theoretical background of motivation ....................................................................4
1. 1. Definition of motivation ......................................................................................4
1.2. Types of motivation .............................................................................................6
1.3. The importance of motivation in foreign language learning ...............................7
1.4. Factors affecting motivation in foreign language learning ..................................8
1.4.1. Internal factors ..................................................................................................8
1.4.2. External factors .................................................................................................9
2. Overview of ICT ...................................................................................................14
2.1. ICT definition. ....................................................................................................14
2.2. ICT tools.............................................................................................................16
2.2.1. Visual images ..................................................................................................16
2.2.2. Videos .............................................................................................................17
2.2.3. ICT Games ......................................................................................................18
2.2.4. PowerPoint presentations ................................................................................19
3. ICT and motivation ...............................................................................................20
4. Previous studies .....................................................................................................24
4.1. Studies in foreign countries ................................................................................24
4.2. Studies in Vietnam .............................................................................................26
5. Summary ...............................................................................................................26

iv

CHAPTER 2: METHODOLOGY .........................................................................28
2.1. Restatement of the research questions ...............................................................28
2.2. Research design ..................................................................................................28
2.3. The setting of the study ......................................................................................29
2.4. Participants .........................................................................................................30
2.5. Research procedures...........................................................................................30
2.6. Data collection instruments ................................................................................35
2.6.1. Pre-intervention questionnaire ........................................................................35
2.6.2. The post-intervention questionnaire ................................................................35
2.6.3. Student‟s journals ............................................................................................36
2.6.4. Teacher‟s dairy ................................................................................................36
2.7. Summary ............................................................................................................36
CHAPTER 3: DATA ANALYSIS AND FINDINGS ...........................................37
3.1. Findings to answer the first research question ...................................................37
3.1.1 Post-intervention questionnaire ........................................................................37
3.1.2. Teacher‟s dairy ................................................................................................40
3.1.3. Students‟ journals ...........................................................................................42
3.1.4. Summary .........................................................................................................43
3.2. Findings to answer the second research question ..............................................43
3.2.1. The post-intervention questionnaire ................................................................43
3.2.2. The teachers‟ dairy ..........................................................................................48
3.2.3. The students‟ journals .....................................................................................49
3.2.4. Summary .........................................................................................................51
CHAPTER 4: DISCUSSION .................................................................................52
4.1. What the features of ICT activities contribute to the students‟ motivation in the
English classroom? ....................................................................................................52
4.2. What kinds of ICT activities can increase the students‟ motivation? ................54
PART III: CONCLUSION .....................................................................................56
REFERENCES ........................................................................................................59

APPENDICES ........................................................................................................... I

v


LIST OF ABBREVIATIONS
AR

Action Research

ICT

Information and Communication Technologies

EFL

English as a foreign language

ESL

English as a second language

PPT

PowerPoint Presentation Teaching

vi


LISTS OF TABLES AND FIGURES

Table 1. Features of ICT activities making students motivated in English classroom.....39
Table 2: Post-Questionnaire Results with the Number of Students Selecting Each
Alternative and the Equivalent Percentage ...............................................................44
Table 3: Post-Questionnaire Results with the Number of Students Selecting Each
Alternative and the Equivalent Percentage ...............................................................45
Table 4: Post-Questionnaire Results with the Number of Students Selecting Each
Alternative and the Equivalent Percentage ...............................................................45
Table 5: Post-Questionnaire Results with the Number of Students Selecting Each
Alternative and the Equivalent Percentage ...............................................................46
Chart 1 Students' attitudes towards using PPT lessons ............................................ 37
Chart 2 The comparison of Computer-based lessons and Traditional lessons .......38
Chart 3: Item 13. In your PPT lessons, what kind of ICT activities is the most
attracive? ...................................................................................................................47
Chart 4: Item 14. In your PPT lessons, what kind of ICT activities is the most
effective? ...................................................................................................................48

vii


PART I: INTRODUCTION
1. Background of the study
According to Frydrychov Klimova & Poulova (2014), “Motivation
undoubtedly is the key in any learning”. Therefore, motivating students in learning
language plays an important role for English teachers. In order to motivate students
in learning process, a lot of teachers have to use different ways of teaching or
technology tools to increase students‟ motivation in English classrooms. Nowadays,
we live in a world that is influenced by technology so using technology is necessary
for students like Frydrychov Klimova & Poulova (2014) stated that “ ICT are as
natural as breathing”.

Most English teachers in the countryside teach in the classrooms with poor
conditions and lack of facilities and equipment. The researcher also teaches English
with this condition. There are only two classrooms that have got projectors but they
have not got computers. Moreover, students are very lazy and even they are not
interested in learning English. They will get passive knowledge acquisition from the
teachers and they are obligatory to have to learn to pass the exams.
Being an English teacher at a Continuing Education Centre in Hai Duong
province for 12 years, I have worked with many students. Their English proficiency
is very low plus their low motivation in learning English. It has been observed that
they do not feel engaged in English lessons with the traditional method. At the
moment, I am teaching English using the communicative syllabus for students,
which provokes a desire in me to change the old teaching method and environment
by using ICT to increase students‟ motivation in learning English. Especially, using
PowerPoint presentations in lessons and resources from the Internet can help
students increase their motivation in learning EFL. The motivation behind this
minor study comes from the researcher‟s personal observations and the fact in the
classrooms that her students are bored with learning English lessons. The researcher
believes that it is the duty of teachers of English to help their students increase
motivation in learning English by using ICT in their lessons that students feel more
fun and happier when incorporating ICT in the EFL classroom.

1


All the above reasons motivated me to conduct this action research. By
applying technology in my lessonsI hope Iwill be able to help students feel
enjoyable when they learn English.
2. Aims of the study
This study aims to investigate features of ICT activities that contribute to the
students‟ motivation in the English classroom. It also intends to find out what ICT

activities motivate the students effectively.
Research questions:
1. What features of ICT activities contribute to the students‟ motivation in
the English classroom?
2. What kinds of ICT activities can increase the students‟ motivation?
3. Scope of the study
Using ICT consists of a lot of aspects. However, the researcher only focuses
on using her laptop connected projector with using the software PowerPoint
presentations, and using ICT activities such as visual images and videos from the
Internet and computer- games to motivate students in English classrooms.
In addition, due to the limited scope of this study, the participants selected
were not all students at a Continuing Education Center, but only 43 students English
class 10 that taught within 12 weeks and in order to solve the current problem of the
classroom setting the researcher only uses Cycle I of this action research project in
this . This cycle will inform the design of the next cycles, which will be carried out
but not reported in this study.
4. Significance of the study
The study will help the researcher herself realize her students‟ positive
changes in learning English so that the researcher use the computer, games and
PowerPoint in classrooms. From the research study, the researcher hopes that she
will use her own laptop and the lectures planned with PowerPoint to increase her
students‟ motivation in learning English.
5. Method of the study
The study was carried out in the hope of increasing students‟ motivation in
learning English, I decided to adopt action research design because this research

2


aimed at improving teaching and learning practices. After a preliminary

investigation was implemented to identify the problems, the researcher designed
PowerPoint lessons with lively images, videos and technological games to improve
the current practice. The data was collected from students‟ journals, the teacher‟
dairies and questionnaires.
6. Organization of the study
The thesis consists of five main parts:
PART I: INTRODUCTION
This part introduces the background, purposes and aims, the scope, the
significance, method and the design of the study.
PART II: DEVELOPMENT
This is the main part of the study. It concludes three chapters such as
Literature Review, Methodology and Findings and discussion
CHAPTER 1: Literature review
This chapter provides the theoretical background and related literature
review of the study.
CHAPTER 2: Methodology
Firstly, the chapter presents two research questions. Secondly, the chapter
describes the methods utilized in the study, presents the situation of teaching and
learning English at a Continuing Education Center and general information about
the study subjects. It also focuses on the data collection instruments and procedures.
CHAPTER 3: Data analysis and findings
This chapter presents the result of 12 week of action research procedure
through students‟ journals, the teacher‟s dairy, and questionnaires
CHAPTER 4: Discussion
This chapter discusses about the findings which answer the two research
questions. PART III: Conclusion
This part gives the conclusion from the results of the findings, limitations of
the study and some suggestions for further research

3

PART II: DEVELOPMENT
CHAPTER 1. LITERATURE REVIEW

This chapter reviews the two main concepts of motivation and ICT. In each
section, the writer presents the definitions as well as theories and studies conducted
on the ICT effects on learners‟ motivation.
1. Theoretical background of motivation
1. 1. Definition of motivation
The word "motivation" is typically defined as the forces that account for the
arousal, selection, direction, and continuation of behavior. Actually, it is often used
to describe certain sorts of behavior. A student who studies hard and tries for top
grades may be described as being "highly motivated", while his/her friend may say
that he is "finding it hard to get motivated". Such statements imply that motivation
has a major influence on our behavior. Motivation can be defined as a concept used
to describe the factors within an individual which arouse, maintain and channel
behavior towards a goal. Another way to say this is that motivation is goal-directed
behavior. (Pédro Marius, 2018, p.41)
Motivation has been one of the major interests for long time for most English
teachers as a Second Language (ESL) or as a Foreign Language(EFL) not only in
the world but also elsewhere.
Motivation in the ESL/EFL classroom is one of the most important factors
that contribute to students‟ foreign language acquisition. Most of students have
difficulties in learning foreign language and they have low motivation to learn
English. However, teachers can motivate them using good teaching and learning
strategies, or application of ICT in teaching and learning process.
Chuan and Dörnyei (2007) claims that motivation is one major key factor in
determining the success or failure in foreign language learning. Therefore, the
aspects of motivation should be seen as one of the more important elements to

consider when conducting studies on second or foreign language motivation.
Motivation may be constructed as: the state of cognitive and emotional

4


arousal, the factor leading to a conscious decision, the factor giving rise to a period
of sustained intellectual and/ or physics effort, and the factor to attain a previously
set goal/ goals.
One of the most influential models from schools is Gardner‟s socioeducational model of language learning (Gardner, 1985). This model incorporates
the learner‟s cultural beliefs, their attitudes towards the learning situation, their
integration and their motivation. Gardner emphasizes that the primary factor in the
model is motivation. He defines motivation as referring to combination of effort
plus desire to achieve the goal of learning the language plus favorable attitudes
towards learning the language.
Pintrich, Smith, Garcia et al McKeachie(1991) have found three major
motivational components:
 An expectation component, related to students‟ beliefs about the ability to
perform a task
 A value component, focused on the students‟ reasons for becoming engaged
in academic tasks, in which students‟ goals are included, the importance they
attribute to that task, and the interest it arouse in them
 An affective component, referring to the emotional reactions of the students
when facing tasks, operationalized in terms of how they respond to the
anxiety produced by exams
Williams and Burden(1997) have established a framework of second
language motivation. There are internal and external factors that can make a
difference in the students‟ motivation towards the topic that is to be learnt. All of
these attributes can be connected to the motivational aspects of including ICT in the
EFL classroom.

Bullock(2001) explains that students have been more enthusiastically towards
group work, and the teachers interviewed have seen improvements on the students‟
motivation. The main findings from Bullock‟s(2001) study are that incorporating ICT in
the teaching leads to group work, but it also enabled students to work more
independently, which enhances the students enjoyment in the tasks presented.

5


Generally speaking, motivation is a concept that motivates someone to
achieve his/her target. It belongs to emotional issues. Students who have high
motivation will be successful in English learning acquisition. In contrast, people
with low motivation get difficulties in acquiring English language skill. There are
internal and external factors impacting someone‟s motivation.
1.2. Types of motivation
There are many kinds of motivation in learning foreign language that researchers
studied all over the world.
According to Harmer(1991: 3), motivation is classified into two types:
1. Short-term goal refers to students‟ successful wishes in the future. For example,
students want to pass the exams or to get good marks.
2. Long-term goal means that students desire to get good job or to be able to
communicate with other people in the world if they learn foreign language well.
Integrative and instrumental motivation are two factors that Krashen(1988: 22)
showed in his study relating the second language ability.
1. Integrative motivation
Saville-Troike( 2006: 86) stated that integrative motivation is defined that the
learner‟s desire is able to become a part of recognized or important members in
community or society that speak the second language. It depends on learners‟
interest in learning the second language because they need to learn the culture
associated with that language. When someone becomes a resident in a new

community that speak the second language, integrative motivation is a key
component to help the learner to enhance his levels of proficiency in the language.
2. Instrumental motivation
According to Saville-Troike( 2006: 86), instrumental motivation consists of the concepts
that have practical values in learning the second language to increase the chances in
businesses and careers. Learners with an instrumental motivation want to learn a language
because they will get a salary bonus or getting into college even giving them more prestige
and power, accessing technical and scientific information.
Furthermore, the motivation is divided in two main types as follows:

6


1. Intrinsic motivation refers to learning individually and is related to the
individual‟s identity and sense of well-being. Learners are intrinsically motivated
when they learn with a goal in themselves. It means the learners have willingness
and voluntariness to learn what they like and think that which one is the worthiest
and the most important for them. The learners learn with internal desire without
external outcomes when they have intrinsic motivation. Besides, negative impacts
are not in the intrinsic motivation. In addition, the students who have intrinsic
motivation learn without rewards because of their innate need or their own inside
will.(Arnold,2000: 14)
2. Extrinsic motivation comes from outside the individual. It refers to the learners‟
desire in getting a reward and avoiding punishment. It focuses on external need to
encourage the learner to join the activities in the classroom( Arnold, 2000: 14), for
example, homework, grade, or doing something to satisfy teachers. Moreover, when
extrinsic motivation bases on external outcomes such as rewards and punishment,
this influences negatively students‟ motivation because students do not learn with
their strong attention or will. They learn because of the interest in the rewards or the
punishment. Their goal is that learning is to get rewards or learning is to avoid the

punishment.
1.3. The importance of motivation in foreign language learning
Learners‟ motivation largely decides achievement or failure in learning
foreign language. And most researchers and teachers point out that motivation is
one of key factors which influence the rate and success in learning foreign
language. Moreover, according to Spolsky (1990: 157), students who have high
motivation are seemed to learn more and quickly than students who have low
motivation. It means that students with high motivation who take actively part in
and pay attention to the lessons in the classroom. To contrast, students who are less
motivated are not interested in learning foreign language and cause discipline
problems.
In addition, motivation plays a key role in second or foreign language
learning. Extensive research confirms that motivation becomes one of the

7


determining factors of second or foreign language learning success (Bradford, 2007;
Dörnyei, 1998; Engin, 2009). However, motivation in learning a second or foreign
language is not as simple as we think since motivation is complex and has a
„multifaceted nature‟ (Dörnyei, 1998: 118). Furthermore, motivation is dynamic,
which means that there are ups and downs during the process of language learning,
as Dornyei (2001) conceptualized in the three phases of his process-oriented
motivational model.
1.4. Factors affecting motivation in foreign language learning
According to Dörnyei( 2001:112,113), he analyzed ELF learning motivation
within a framework of three levels such as language level( the culture, the
community, practical values and benefits, the learner level ( individual
characteristics

like

self-confidence,

self-efficacy,

need

for

achievements,

competences and goals) and learning situation level( course-specific motivational
components like the syllabus, the teaching method, teaching materials; teacherspecific motivational components like teacher‟s personality, behavior and teaching
style and the learner group). Generally speaking, motivation being understood by
Dörnyei is divided into internal and external factors. In details, the learner level is
the internal factor which is related to such as self-confidence and self-efficacy, etc;
and language level and learning situation level are external factors which is related
to such as teaching method, teaching materials, teachers‟ behavior, etc.
In the same identification, Williams and Burden (1997) clearly states that
motivation has two factors: internal and external. Internal factors encompass various
components such as intrinsic interest of activity, perceived value of activity,
perceived value of activity, sense of agency, mastery, self-concept, attitudes,
developmental age, stage and gender and other affective states( confidence, anxiety,
fear). External factors consist of significant others( parents, teachers, and peers); the
learning environment, the nature of interaction and the broader context.
1.4.1. Internal factors
The attitude and interest of English learners play an important role in
increasing or decreasing their motivation of acquiring a foreign language. Normally,

8


learners who have positive attitude and be interested in learning a foreign language
will have high motivation to learn the second language. Vice converse, learners who
do not find any interesting thing and have negative attitude in learning a foreign
language will not have motivation to explore anything about new language.
Hamidah, Azizah, Shah, Faizah, Wan, and Mohd (2017) pointed out that students
with good attitude towards learning English are intrinsically motivated to learn. It
is easy to understand that when someone has attitude towards a task and shows his
or her interest in doing the task, he or she will try best to do it well by any way.
Gardner tried to give a clear picture of the fact that attitudes are more highly related
to achievement than others when he adds: “the concepts of attitudes towards
learning a second language are itself complex so perhaps it is reasonable to expect
that some aspect of attitudes are more highly related to achievement than others”
(2009:12).
Parents, teachers, and other students impact learners‟ attitude and interest and
motivate them to learn English well. Parents and teachers are persons who have role
in helping learners to recognize the importance of a foreign language acquisition.
From that, they will promote learns to have positive attitude and interest in learning a
second language. Lasekan (2016) states that highly educated parents will have
positive influence on learners‟ English learning performance. In other words, learners
have good attitude towards a foreign language acquisition when they have their
parents as role model. However, the internal interest of the students is more important
than external motivation like parents or teachers‟ encouragement to the success of
learning. According to Ellin (1991), relating to the success of learning English, the
important elements in language interactions are the learner personal factor (her
attitude to the teacher and course materials and his learning motivation) and some
general factor (E.g the learner age , sex , attitude and personal cognitive.)
1.4.2. External factors

1.4.2.1. The teacher’s method
Not all the teachers teach the same. Every teacher has a different way of
transferring knowledge to leaners. That is the teaching method of each teacher.

9


Teachers and their teaching methods also affect students‟ motivation. This may help
the learners be interested in learning foreign language or not. Thus, the teacher‟s
method influences directly students‟ learning motivation and the learns are keen on
his/her teaching techniques

with supporting appropriate guidance and advice.

Tanaka (2005) asserted that teachers (being an external factor) have a greater
impact on students‟ motivation. Technology has always been an important part of
teaching and learning environment. It is an essential part of the teachers‟ profession
through which they can use it to facilitate learners‟ learning. When we talk about
technology in teaching and learning, the word „integration‟ is used.
With technology being part of our everyday lives, it is time to rethink the
idea of integrating technology into the curriculum and aim to embed technology
into teaching to support the learning process. That is to say, technology becomes an
integral part of the learning experience and a significant issue for teachers, from the
beginning of preparing learning experiences through to teaching and learning
process (Eady& Lockyer, 2013).
With the development of ICT, most of English teachers use technological
tools to improve or motivate students‟ learning in English classrooms. If the
teachers only teach English with traditional method, this makes students feel bored.
Therefore, the use of ICT in the classroom is becoming more and more convenient
and popular.

1.4.2.2. Motivation in English classroom through teacher’s behavior
Motivation is often influenced by the experiences in the classroom
(Sampson, 2016). Dörnyei (2001) discusses the classroom atmosphere and name
four main areas, which are seen as significant. The first area is the teacher‟s rapport
or empathy and capability with the students. Another area affecting the classroom
atmosphere is the students‟ relationship with each other. The group of students
needs to have a positive and willing attitude to learn. A cohesive learner group with
appropriate group norms affects the entire classroom. The teacher in this aspect has
a role to ensure that learning happens in a positive environment. The physical
environment of the classroom may have also a role in motivation. Often when the

10


students‟ work „takes over‟ the walls, it gives the students a sense of ownership in
the classroom and reinforces positive motivation.
Teachers should encourage students to believe that they can produce
academic success. They should not control the student, but to help him/her to be
able to do the educational tasks (Pressley et al., 2003). Students are expected to
learn if their teachers expect them to learn, but to achieve the right balance is not
always easy (OECD, 2000). In a classroom setting, motivation is essentially
controlled by the teacher through various techniques and strategies. Supportive and
informative interaction between participants is an important element in motivating
in the L2 classroom. It brings on a form of support and cooperation along with
shared information about similar experiences (Sampson, 2016). Teachers play a
central role in learning by giving students an opportunity for success in their
learning and encouraging them to make mistakes and to experiment (Cowie &
Sakui, 2011).
Teacher‟s behavior and example is widely discussed in Murray et al. (2011);
Hadfield & Dörnyei (2013) and Dörnyei (2001). There are numerous motivational

factors listed for teachers to use in their classroom settings. A teacher sets personal
examples through his/her own behavior. This personal example means to have an
appropriate teacher behavior and to develop a good relationship with the students.
Teacher‟s behavior needs to be pleasant and supportive, to keep a lively pace and to
energize the students. The atmosphere in the classroom should be pleasant and
supportive as this increases students‟ linguistic self-confidence along with
presenting tasks properly and making lessons interesting and challenging. Pressley
et al. (2003) uses the term „teacher caring‟ to describe how the teacher affects the
motivation in the learning environment. As discussed, the dynamics of motivation
and L2 self-development within the teacher and learner suggests that teachers
accept a great deal of responsibility for the motivation of learners (Dörnyei,
MacIntyre, & Henry, 2015).
The task of the teacher is to generate initial motivation. To generate initial
motivation is to enhance the learners‟ L2-related values and attitudes, increase the

11


learners‟ expectancy of success, and increase the learners‟ goal-orientedness. The
teacher‟s task is to maintain and protect motivation in making the learning stimulating
and enjoyable, present tasks in a motivating way, set specific learner goals, protect the
learners‟ self-esteem and increase their self-confidence. This allows learners to
maintain a positive social image and promotes self-motivating strategies, along with
cooperation among the students. This is the basis to promote and encourage
motivational feedback, increase learner satisfaction through grades in a motivating
manner (Dörnyei, 2001; Pressley et al., 2003; Wiseman & Hunt, 2008).
In order to motivate students, the learning situations should be stimulating
and enjoyable. The task and commitment of the teacher is to make the tasks more
interesting, increase the involvement of the students, have high expectations, give
individual help and advice, make students feel they are accepted for who they are

and listen and respond to student opinions and values (Dörnyei, 2001, Hadfield &
Dörnyei, 2013). In order for teachers to maximize students learning, they need to
minimize student misbehavior. Teachers who are well prepared and make their
lessons motivating have fewer problems in the classroom than those who are not
(Wiseman & Hunt, 2008). Wiseman and Hunt (2008) discuss, how it may sound
awkward to coincidentally consider classroom management, behavior and
motivation as topics related to each other. The reason for this is that an “effective
teacher is a motivator with a plan to motivate and a manager with a plan to manage”
(Wiseman & Hunt, 2008). Effective teachers also are capable in dealing with
misbehavior and following through with it because they have the tools to implement
their plan.
In other words, motivation is also a form of belonging in a language learning
classroom and establishing relationships between the teacher and the language
learners (Murray et al., 2011; Lasagabaster et al., 2014). The impact of these
relationships in a language learning classroom confirms the importance of
understanding the nature of motivation in L2 learning (Lasagabaster et al., 2014).
1.4.2.3. The use of ICT activities to motivate learners’ foreign language acquisition
In modern context, it is very easy for both learners and teachers to access to
new methods of learning and teaching. In other words, ICT plays very important

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role in helping leaners as well as teachers to achieve the objectives. Alan Pritchard
(2007) states that ICT has big impact on teaching and learning in terms of items
such as speed, capacity, communicability, interactivity, non-linearity and multimodality. People who would like to apply ICT in learning can obtain high results in
learning. That is the reason why people prefer to use ICT in learning and teaching
nowadays. Traditional methods with text books in learning and teaching usually
bring boring feeling and do not encourage learners to learn. People have trend to
access to new things. So, they like to apply their learning with ICT activities. ICT

activities make learners more active and motivated to learn.
According to Michael Romano (2003), there are an increasing number of
students who are not motivated, not interested and not engaged in learning process.
In addition, learners who have left brain dominance will work better with words and
are clearly advantaged compared to right brain learners who respond better to
pictures. Consequently, the left brain learners have advantage in the educational
system as they can be able to respond well to the verbal, linear styles of teaching.
However, the right brain learners are motivated to learn by the application of
technology in teaching and learning. So, a whole brain, digital age model of
education is proposed. Teachers empowered with technology can make the classes
as interesting and as attractive as what occurs in the world beyond the walls of the
classroom. Obviously, ICT motivates right brain students to learn better (Alina and
Simona, 2016).
The left-brain dominant are advantaged by our educational system because
they respond well to the verbal, linear styles of teaching. However, technology,
through multimodality, would also support the right-brain dominant students. Thus,
“a whole-brain, Digital Age model of education” is proposed. Teachers “empowered
with technology” could make the classes as interesting and as attractive as what
happens in the world beyond the walls of the classroom The left-brain dominant are
advantaged by our educational system because they respond well to the verbal, linear
styles of teaching. However, technology, through multimodality, would also support
the right-brain dominant students. Thus, “a whole-brain, Digital Age model of

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education” is proposed. Teachers “empowered with technology” could make the
classes as interesting and as attractive as what happens in the world beyond the walls
of the classroom.
Learning a new language is a hard job for most learners. Therefore the

classroom atmosphere should be comfortable and supportive. It should encourage
students to learn naturally and enthusiastically. According to Macintyre
&Young(1999), they stated that students often feel anxious when they learn foreign
language subject. This was one of the most powerful factors that lessen the
effectiveness of learning and students‟ motivation. So if teachers create a
comfortable learning environment without putting pressure on the use of ICT games
or videos to stimulate students' excitement in their classes, students will not feel
anxious or fear when entering English class anymore. The lessons with ICT
activities could attract students to participate Moreover, the diversity of ICT
activities such as using visual images, videos and games in each lecture also
increase students‟ motivation, curiosity, and interest in EFL classrooms (Santosh,
Mohammed, 2018). As a result, ICT has a very important role in motivating
learners in learning foreign language effectively.
2. Overview of ICT
2.1. ICT definition.
ICT stands for Information and Communication Technologies comprises a
set of technological tools, facilities, processes and equipment that provide the
required environment with the physical infrastructure and services for generation,
transmission, processing, storing and disseminating of information in all forms
including voice, text, data, graphics and video (Santosh and Mohammed, 2018) .
Technologies can consist of all kind of tools from computers, computer assisted
language learning software, office applications (word, PowerPoint etc.) and the
Internet to broadcasting technologies and telephony. There are many ICT tools that
is useful for education such as resources (Internet), teaching and learning tools(
interactive whiteboard, computer/laptop, projector, presentative tools, educational
games…) (Alina and Simona, 2016). Therefore, ICT is a wide concept, however,

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the study focuses on using ICT as aid tools such as PowerPoint presentation
software and visual images, videos from the Internet and ICT games that the
researcher designs in a classroom.
Victoria (2003) defines ICT as “a diverse set of technological tools and
resources used to communicate and to create , disseminate, store and manage
information”. According to a document of UNESCO, ICT is defined broadly and it
is the heart of educational process, it has the role on formal and nonformal setting,
in programs in programs provided by governmental agencies, public and private
educational institutions, for profit corporations and non-profit groups, and secular
and religious communities
People usually mistake between IT and ICT. Or, they think that IT and ICT
are same. However, it is not correct because ICT is broader than IT. ICT is related
to all technologies that are helpful in promoting people to communicate and
manipulate information. Students in developed countries have trend to engage more
in ICT rather than students in undeveloped countries. Students of developed
countries can not image how their life would be without ICT (Marsida, 2015). ICT
is really advantageous for both teachers and learners in teaching and learning
foreign languages. Samira (2011) states benefits of ICT for learners such as: (1) ICT
helps to increase the motivation of learners and thus to improve personal
commitment and engagement, (2) ICT helps to enhance independent learning, (3)
ICT promotes the collaboration and communication among learners, (4) the
attainment and outcomes of learners are improved thanks to ICT.
Samira (2011) widens the significant benefits of ITC in learners‟ learning
process. In particular, it develops listening skill better. It is common knowledge that
people want to improve listening skill of a new language must need to practice
frequently through audio, video recordings, authentic and software, podcasts and
pronunciation software, etc. On internet, learners can be able to select updated
materials which contribute to the effective performance of learners; for example, the
improvement of grammar skills, coherence in committing ideas, syntax, etc. The
ability of specific scientific editing or presentation is also improved thanks to

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intelligent selection of materials on internet. In addition, also thanks to ICT,
students can increase their ability to take note effectively. They were more likely to
listen to the teacher and grasp the message, select the appropriate information and
take notes that will be further exploited.
2.2. ICT tools
Among many ICT tools such as visual images, videos, ICT games; PowerPoint
presentation is considered as the most effective tool in improving the learners‟ ability to
acquire foreign language. Therefore, this research would like to describe benefits of
these tools, especially highlights the importance of PowerPoint presentation in learning
foreign language. (Klement, M. Dostál, J. & Bárteck, K. , 2017)
2.2.1. Visual images
A visual image is a simple thing, a picture that enters the eyes. But a
mental image is more complex. Assembled in the mind from information real and
imagined, mental images are complex composites of sight, sound, taste, touch,
smell, opinion and mood, combined with associative memories, both conscious and
unconscious. Visuals have been an important component of the language classes
over the years. To be exact, the use of visuals aids for presenting, training, and
teaching languages has been around since the 1920s – 1930s, consisting mainly of
images, film strips, pictures, slides and pass-around objects.
They have been considered a useful tool for teachers in almost every trend of
second language teaching. Such was an impact of visual materials that several
universities have even created catalogues of visual aids that trace the history of
using visual literacy and visual education.
According to Kemp and Dayton (1985), they claim that visuals aid in
motivation and maintaining attention by adding variety and making the lesson more
interesting (as cited in Bradshaw, 2003).

Research on effectiveness of the visuals used in the learning environment
shows that they can improve learning (Anglin, Vaez and Cunningham, 2004).
Visuals can help arising the readers interest, curiosity and motivation (Mayer and
Moreno, 1998). Fang agrees with these benefits and adds others such as promoting

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