THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines

i
i PROPOSED TRAINING MODULE FOR ENHANCING TEACHERS‟
MOTIVATIONAL TECHNIQUES AND STUDENTS‟ PERFORMANCE
IN BASIC ENGLISH COURSE IN HANOI UNIVERSITY
OF INDUSTRY (HaUI)
A Dissertation
Presented to
The Faculty of Graduate School
Batangas State University
Batangas City, Philippines

Adviser : Dr. Maltida H. Dimaano Summary

This study aimed to determine the relationship of teachers’ motivational
techniques and students’ academic performance in Basic English Course and its
implication to language teaching and learning in Hanoi University of Industry in
order to come up with a proposed training module for enhancing teachers’
motivational techniques and students’ performance.
This study made use of descriptive method of research to determine the
relationship of teachers’ motivational techniques and students’ performance in
Basic English course and its implication to English Language teaching and
learning in Hanoi University of Industry. A descriptive-correlational method will
be the most appropriate method for this study because it will attempt to
determine how related two or more variables are. Gay, L. R. (1987). iii
THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines
The two research instruments: Survey Questionnaire and Teacher Made-
test were utilized in gathering data. The data gathered were subjected to the
following statistical treatment to have a meaningful interpretation and analysis of
the study: Cronbach alpha, Frequency Count, Mean, Percentage, Ranking,
Standard Deviation and T-test.
The findings of the study revealed that the teacher respondents were
young with ages ranging from 22 to 38 years old; most of them are female and
come from Ha Noi; all or 100 percent of them are married with Bachelor’s
degree with 1 to 5 years of teaching experience. The three motivational

including in particular Dr. Corazon Cabrera. Dr. Remedios P. Magnaye, Dr
Amada G. Banaag, Dr. Maria Luisa A. Valdez, … who have provided me with
profound knowledge in the field of the study, and to those lecturers, colleagues
and friends who have given great help, advice and criticism on the dissertation
for the improvement in significant ways.
My sincere thanks go to all the members of the ITC, Thai Nguyen
University for their constant assistance while my work was in process
I am also indebted to our University Rector - Dr, Tran Duc Quy, who has
always given me a lot of encouragement and all the students and my colleagues
at Hanoi University of Industry for their help as participants in the gathering of
evaluation data and developing the project.
Finally, the deep love, encouragement and support from all the members of
my family would be highly appreciated and my greatest thanks go to my
husband and my two children for giving me life, love, values, and belief that I
can accomplish anything I set out to do. All I have ever wanted was to make you
proud of me! Thank you. v
THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines

TABLE OF CONTENTS
Page
TITLE PAGE i
TABLE OF CONTENTS v
LIST OF TABLES viii
LIST OF FIGURES ix
CHAPTER
I. THE PROBLEM

Conclusions 197
Recommendations 197
BIBLIOGRAPHY 199
APPENDICES
A. Questionnaire for Teachers 206
B. Questionnaire for Students 215
C. Validation Letter of Questionnaire for Teachers 222
D. Validation Letter of Questionnaire for Students 223
E. Letter of Request to the Head of HaUI 225
F. Response Letter of the Head of HaUI 226
G. Photograph of HaUI, the study site 227 vii
THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines
H. Documents for validation of questionnaires in Batangas State
University 228
I. Documents for Administration of Questionnaires in Hanoi
University of Industry (HaUI) 229
J. Documents for response Letter of the Head of HaUI validation
of questionnaires 230
CURRICULUM VITAE 231 viii
THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY

1. Research Paradigm 80

THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines

1
1

CHAPTER I
THE PROBLEM
Introduction
English as the number one foreign language in Vietnam is a

introducing the ten year foreign language program throughout the whole
general educational program and phase three centers on perfecting the
ten-year foreign language program throughout the whole general
educational system and on developing intensive foreign language
program for vocational schools, colleges and universities.
Clearly, it is expected that by year 2020, most Vietnamese students
who will graduate from secondary, vocational schools, colleges and
universities will be able to communicate in English language confidently in
their daily conversation, in their study and their work in an integrated,
multi-cultural and multi lingual environment as well as making foreign
language a comparative advantage of development for Vietnamese
people in the course of the country‟s industrialization and modernization.
In addition, in the general education level in Vietnam, the mandate
of English language teaching (ELT) introduced by the Ministry of
Education and Training in 2007 include ability of secondary students to
use English as a means of communication at certain level of proficiency
in the four macro skills and be able to read materials fitted for their levels;
master basic English phonetics and grammar and acquire vocabulary in 3
THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines
English; as well as attain certain level of understanding of English and
American culture and develop awareness on the cross-cultural
differences for students to become better communicator, to inform the
world regarding the history and culture of the Vietnamese people and to
take pride of the Vietnamese language and culture.
But based on the EF English Proficiency Index (EP EPI), Vietnam
has 44.32 percent or very low English proficiency close to Thailand with

toward a goal, motivation indicates also for a person to have vigor in
order for him to produce better output. A well- motivated person must
have a very clear well - defined goals for him to take actions where he
expects attaining such goal with success. Strengths and directions of
behaviors are also some concerns of motivations. If a person has
behavioral commitment he can be very effective at work. Certain
behaviors such as being purposive, designated, and goal oriented
involved certain forces acting within the individual for him to initiate,
sustain and direct such kind of behaviors.
Comprising part of teacher‟s pedagogical knowledge is a
combination of many different aspects called motivation. It is impossible
to maintain and be successful with the techniques at all times and
teachers must have this realization. Teachers will be feeling better about
his quality of teaching if he gains experience using some of the 5
THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines
techniques. Teachers must realize that teacher‟s ability to create the
quality is the basis for the quality learning experience.
The problem of motivating students cannot be done in one simple
process. In motivating students‟ to learn, individual style and personality
of the teacher is of utmost importance for it plays a significant role in the
implementation of motivation strategies. A wide variety of learning
experiences for the student is involved and the structure of class period is
also dependent on motivation routine. So that it is important for teachers
to have familiarity on the different types of motivation and its role in
teaching.
The personality of the teacher is one of the aspects of motivation

beings having warm and genuine sense of humor. These character traits
can reveal teacher‟s humanness, comfortableness and secured attitudes
in terms of their course materials and knowledge as well as their personal
relationship with students.
Teachers who motivate students in class have high expectations of
them. Students‟ performance is affected by a high expectation of the
teacher which is communicated to them through different kinds of cues,
either verbal or non- verbal. Student on the other hand even if he has
negative expectation about the teacher is still affected by the high
expectation of the teacher on him. Teacher should identify the standards 7
THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines
of quality through a solid motivational routine. Once this quality is clearly
explained in terms of its attainment to the students, they will work hard to
achieve and maintain it. Teachers determine the standards of quality for
students to achieve. If the standards set by the teacher is clearly
explained and identified in terms of specified ways of achieving them,
more success in meeting high expectations will be done by the students.
In motivating students, their desire to learn can be elicited by
teachers through a variety of teaching techniques aside from
teacher‟s personality. The interaction between the lesson structure
and teacher‟s personality serve as bases of learning experience.
Teachers are expected to be comfortable to the techniques they are
using in the classroom. Teacher who is uneasy and not comfortable
in his teaching even if he has a very long number of years of
teaching experience as well as other causes will convey the same
uneasiness to his students. Only teachers sincerity, concern, humor

teaching techniques since the desired outcome of any motivational
technique is for the students to participate in class. In motivating students,
it is considered essential that teachers must show concerns in taking time
to find the techniques that best fit the class thereby allowing teachers to
feel comfortable and professional. 9
THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines
Quality atmosphere for learning in the classroom can be
considered a motivational factor that contributes effective teaching. It is
of importance to look for some aspect of this atmosphere since classroom
is a place where motivation can be facilitated. One area that can greatly
affect the classroom is routine. Students know what to expect through the
use of routine and it can establish a good comfortable atmosphere of
learning. It is a must to prevent the use of routine to become boring and
mundane on the part of the students‟ inclusion of motivational technique.
Student‟s discipline is considered inevitable in any classroom
environment aside from classroom routine and the development of
student‟s success. Teachers must maintain effective discipline to motivate
students who are task to act responsibly and to show good human
relations because of its effects in learning.
As regard to English classes observed, students lack interest in
learning this foreign language because Vietnam English is not considered
the core subject in the curriculum. Most Vietnamese students focus their
studies on natural science subject. The prescribed English textbooks
containing complex topics and lessons attributed also to students‟
difficulty and discouragement in learning English. Classes in Vietnam also
comprised of forty five to fifty students per class. These language classes

and its implication to English Language teaching and learning in Hanoi 11
THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines
University of Industry in order to come up with a proposed training module
for enhancing teachers‟ motivational techniques and students‟
performance in Basic English Course
Specifically, it seeks to answer the following questions:
1. What is the demographic profile of the teachers in terms of:
1.1 Age
1.2 Gender
1.3 Place of origin
1.4 Civil status
1.5 Educational qualification
1.6 Years of teaching experience?
2. What are the motivational techniques employed in teaching the
Basic English course?
3. What are the levels of students‟ performance in Basic English
test?
4. Are there significant relationships between teachers‟ motivational
techniques and students‟ performance in English?
5. What training module may be proposed to enhance student‟s
performance?
Scope, Delimitation and Limitation of the Study
The study covered the motivational techniques used by teachers in
teaching Basic English course. The demographic profile of the teachers
was used consisting of information like age, gender, place of origin and


Socialist Republic of Vietnam Republic of the Philippines
which will lead to the improvement of the students‟ performance in
learning Basic English course.
Faculty of Foreign Language. Results of the study can be useful
to the faculty of Foreign Language since they will be informed on the
current status on the performance of students in Basic English Course.
This study also may help them improve the current motivational
techniques used in teaching Basic English. It is hoped that through this
study, they can choose the best training program they have to attend to
improve the skills or techniques in teaching Basic English Course.
Other Faculty in Hanoi University of Industry. This study will
help them understand the importance of using different motivational
techniques in teaching. This may encourage them to select the most
appropriate motivational techniques that will improve the students‟
performance.
Student Researchers. This study may contribute to broaden their
horizon of knowledge and may be an instrument to provide
recommendations to improve the teachers‟ techniques and the students‟
performance as well.
Future Researchers. This will be of use to other researchers
who might wish to conduct a similar study. Future researchers may
use this study to enrich their own body of literature and substantiate
their own findings.
14
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Socialist Republic of Vietnam Republic of the Philippines
CHAPTER II

high quality English teaching but there are some teachers who have
difficulty in English oral communication thereby serving as impediment for
them to teach English to others. Other issues relative to having quality
language teaching and learning includes absenteeism and shipping work
of teachers as part of their habitual practice. School attendance of
learners is also another factor for having quality learning of English.
Learners failed to attend English classes and learn the language because
they do not have financial resources to go to school or because of poverty
they cannot afford to buy school necessities for them to learn.
Other obstacles encountered by English Language learners in their
effort to become proficient in the English language include abandoning
their native language and surrendering an aspect of their identity. This
means that they must either communicate in English or not so that they
are in conflict as regard to the use of English and their native English.
Learning the English language occurred in the context of social climate. A
major impact on how well English for second language (ESL) learners
learn English and how well they over all learned the language is
determined through the relationship between the students and
accompanying range of social behaviors. Learners in an unwelcoming,
hostile environment cannot achieve proficiency in learning the English
language most especially when they are made fun by their peers every 16
THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines
time they speak English and their native language where they end up
being silent and would not participate in class. This impedes their
performance in the language.
ESL learners are taught English in academic skill where they often