THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY
Socialist Republic of Vietnam Republic of the Philippines
CANDIDATE: BUI THI NGAN PROPOSED TRAINING MODULE FOR ENHANCING
TEACHERS’ MOTIVATIONAL TECHNIQUES AND
STUDENTS’ PERFORMANCE IN BASIC ENGLISH COURSE
IN HANOI UNIVERSITY OF INDUSTRY (HaUI)
Specialty: English language and Literature DISSERTATION SUMARY OF ENGLISH LANGUAGE
AND LITERATURE THAI NGUYEN - 2014

The study was done at:
INTERNATIONAL GRADUATE STUDY PROGRAMS,
THAI NGUYEN UNIVERSITY
Scientific supervisor: Dr. Maltida H. Dimaano
to pass an English language test being one of their six national
examinations for them to get the certification for Secondary
school education. Undergraduates and graduates of tertiary level
are required to take English as a subject.
Further, In Vietnam, Decision No. 1400/QDTTg approving the
10-year National Plan for “Teaching and Learning Foreign Language in
the National Formal Educational System in the Period of 2008-2020”
was issued on Sept. 30, 2008.
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.
Motivation in English language learning plays an important
role in both teaching and learning. It is also one of the main
determinants of second or foreign language learning achievement. In
2
teaching, there are many techniques that are found to be motivational.
In motivating students, it is considered essential that teachers must
show concerns in taking time to find the techniques that best fit the
class to make the lesson more successful.
There is a number of motivational techniques that can be used
to improve language learning. The problem of motivating students
cannot be done in one simple process. In motivating students to learn,

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?
SIGNIFICANCE OF THE STUDY
This study is believed to have profound significance to the
Administrators, University Officials in Hanoi University, Faculty of 4
Foreign Language, other Faculty in Hanoi University, Students in
Hanoi University and to the present and future researchers.
Administrators/ University Officials. Findings of this study
will provide basic information to the university officials on the
importance of motivational techniques in teaching Basic English
course. Result of this study can be an opener for the administrators
to have plans of providing effective Faculty Development Training
Program to improve the motivational techniques of teachers in
teaching Basic English course which will lead to the improvement of
the students’ performance in learning Basic English course.

teacher’s educational qualification and years of teaching experience.
The academic performance of the 385 first year students in Academic
Year 2013-2014 and the 125 teachers currently employed at Hanoi
University of Industry were covered in this study as well as the
significant relationships between the teacher’s motivational
techniques and students’ performance in English with training
module as its output.
Students who were in their Second year, Third year and Fourth
year respectively were not part of the study. Results of the study were
be limited only on the data which gathered from the respondents in
the Academic Year 2013-2014 in Hanoi University of Industry
6
Chapter 2
REVIEW OF LITERATURE
2.1. REVIEW OF RELATED STUDIES
This chapter presents the relevant conceptual and research
literature which have bearing to the present study as well as
synthesis, theoretical and conceptual framework, hypothesis and
definition of terms. The literatures included are found substantial to
the study and give the necessary background to understand the
present research.
SYNTHESIS
Related concepts and literatures were reviewed to support the
conceptualization of the present study.
The ideas of Gorham, Harmes, Kabilan and Brown regarding
the contexts of teaching and learning, understanding students’ varied
backgrounds different interests and language acquisition help the

performance of students in English.
Bernaus, Ud Din, Zarif and Warden studies are similar also in
the present study like the above mentioned studies as the main object
of the study is on motivations though of different fields. Zarif’s study
on teachers’ opinion on techniques to increase students’ motivational
level and Warden’s study zero in on the existence of motivational
group. The present study covers motivation also but its more on
patterns of the motivational techniques utilize by English teachers as
well as determining the level of academic performance of students in
English and its relationships to the demographic profile of teachers. 8
The study of Henebry and Pickens find similarity to the present
study as it deal with motivations and motivation techniques. Their
study differs to the present study as Henebry assess the motivation
theories and identify techniques to increase employee motivation.
while Pickens’ focus on the perception regarding motivation of high
school science students as well as specific motivational strategies
used by the teachers to enhance motivation. The present study
deduced on the relationship of motivational techniques of teachers
and students’ performance in Basic English course at Hanoi
University of Industry with training module as output.
Thus, despite of the similarities of the present study to the cited
studies, the present study is not a duplication of any study and has a
character of its own.
2.2. THEORETICAL FRAMEWORK
The study is anchored in Stephen D. Krashen theory of second
language acquisition (SLA), Lyle F. Bachman’s theory of
communicative competence and Simon Dik’s functional grammar

teachers in teaching Basic English course and the academic
performance of students in English.
Proposed

Training

Module

Assessment
made through:

Survey
Questionnaire

Teacher- made
Test A. Profile of
teachers:
Age

respondents in relation to their motivational patterns in teaching
Basic English course and the academic performance of students in
English. These were assessed through the use of data gathering
instruments, the survey questionnaire and interviews conducted from
the teachers. From the assessment made, the third box of the
paradigm depicts the output of the study which is the proposed
training module to enhance the students’ performance in Basic
English course.
Chapter 3
RESEARCH METHOD AND PROCEDURE
This chapter presents the research environment, research
design, subjects of the study, data gathering instruments, data
gathering procedure and the statistical treatment of data.
Research Design
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.
According to Best and Kahn (2007), method of research which
concerns itself with the present phenomena in terms of conditions,
practices beliefs, processes, relationships or trends invariably is
termed as “descriptive survey study”. 11
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). This degree
of relation is expressed as a correlation coefficient as this study will

College students taking up Basic English course obtained using the
Slovin’s formula with five percent (5 %) margin of error and 125
English language teachers of Hanoi University of Industry (HaUI),
Vietnam for the school year 2013-2014.
Data Gathering Instrument
The following research instruments were utilized in gathering data.
Survey Questionnaire. This is designed to determine the
different motivational techniques employed by teachers in teaching
Basic English Course. In this questionnaire, demographic profiles of
teachers were also determined in terms of age, gender, place of
origin, civil status, educational qualification as well as years of
teaching experience.
Teacher-Made Test. This is designed to evaluate the levels of
academic performance of Freshman College students in their Basic
English course.
Data Gathering Procedure
Concepts and literatures were used to broaden knowledge
and understanding of the present study. Books, journals, other
reading references, published and unpublished researches and
online references were used to support the discussion of the
present research. 13
Two sets of instruments were prepared for this study: the
survey questionnaire and the teacher-made test. Test items in the
teacher-made test were subjected to a dry-run to fourth year (BSED)
college students major in English while the items of survey
questionnaire for teachers were likewise subjected to a dry-run to
graduate students of Master of Arts in English language Teaching of

students were gathered
Statistical Treatment of Data
The data gathered were subjected to the following
statistical treatment to have a meaningful interpretation and
analysis of the study:
Cronbach alpha. This was used to measure internal
consistency of the scores of the constituent motivational technique.
Frequency Count. This was used to determine the number of
responses for each item.
Mean. This was used to determine the average score of the
students in the teacher-made test
Percentage. This was used to determine the magnitude of the
frequency in relation to the whole responses.
Ranking. This was used to determine the positional
importance of responses.
Standard Deviation. This was used to determine the variation
of scores of students in the teacher-made test results with respect to
the mean score.
T- test. This was used to find out the significant mean
difference of the specify being compared. 15
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA
1. Demographic Profile of the Respondents
Teachers of Basic English Course who were the respondents of
the of the study were described in terms of age, gender, place of
origin, civil status, educational qualification and years of

table 14 - List of motivational techniques their macro-strategy
grouping, Cronbach alpha values, significant relationship on three
areas of Basic English (i.e., p>0.05) and rank.

Chapter 5
SUMMARY, FINDINGS, CONCLUSION, AND
RECOMMENDATION
This chapter presents the summary, findings, conclusions, and
recommendations of the study.
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.
Specifically, the study sought answers to the following questions:
1. What is the demographic profile of the teachers in terms of:
1.1. Age 17
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 test performance of students in Basic
English?

motivated teachers in English.
With regards to civil status, all teacher respondents or 100
percent of them are married and value their status and that they serve
as role model to their students as family status is symbol of maturity
and responsibility. For educational qualifications, out of the 105
teacher respondents there are 57 or 54.29 percent who obtained
Bachelor’s degree and 48 or 45.71 percent who have Master’s degree
which means that more than half of the respondents only have a
Bachelor’s degree indicating a limited level of competency. There are
almost half a number of Master’s degree holders but no respondents
with Doctoral degree. Further in teaching experience, 61.9 percent of
teacher respondents have 1 to 5 years of teaching experience and the
remaining 31.1 percent comprise those teachers with more than five
years teaching experience which indicate that most of the respondents
are mostly in their early years of their English teaching career. 19
2. Motivational Techniques Employed in Teaching the Basic
English Course
The motivational techniques employed by respondents in
teaching Basic English course are group according to 10 macro-
strategies. Out of 48 motivational techniques 47 got 50 percent agree
responses with one technique having 43 percent of responses only,
and it is in the item letting student suggest class rules which belong
to the 10 macro strategy promoting group cohesiveness and group
norms and ranked 7, while the motivational technique that most
respondents agree is under the macro- strategy recognizing students
effort which ranked 1 and that is making sure grades reflect students’
effort and hard work with a score of 102 or 97 percent.

importance include: promoting learners’ self-confidence ranked 1;
proper teaching behavior and presenting tasks properly ranked 2.5
respectively; recognizing students efforts, creating a pleasant
classroom climate, and increasing learners’ goal orientedness, all
ranked 4; familiarizing learner
with L2 –related values ranked 5; making the learning tasks
simulating and group cohesiveness and group norms both ranked 6.5;
and promoting learner autonomy which is ranked 7 which show an
indication of disparity in the perception of importance of
motivational techniques and the frequency of use of the respondents
which means perception differs from practice. As for Cronbach alpha
values, six out of ten macro-strategies have a>0.5 which means that
the perception of Vietnamese respondents as regard to the importance
of these motivational techniques were consistent on the six macro-
strategies. 21
3. Levels of Test Performance of Students in Basic English
Results of the level of test performance of 225 student
respondents of Hanoi University of Industry in Basic English Course
indicate of a generally low performance of students in all test areas in
Basic English with mean percentage below 70 percent, with 43.5
percent mean percentage score for listening, 42.3 percent for reading,
45.9 percent for speaking, and 68.8 percent for writing which is the
highest among the four areas.
There is also this wide variability in student performance as
reflected in the standard deviations of the percentage mean scores of
17.6 to 21.8 which means that student respondents being evaluated
have poor performance in listening skills in compared to the other

used by teacher respondents which indicates that in spite of their use,
they are unable to impact on the scores of students’ tests in listening,
and reading.
5. Proposed Training Module on Motivational Techniques
The output of the study is in the form of a training module
which is composed of nine parts namely; the title, introduction, time,
objectives, course outline, learning activities or strategies, learning
outcomes, and evaluation and feedback. This training module is
based on the three low score areas in students’ test performance such
as reading, speaking and listening. The learning activities or
strategies of each area incorporate motivational techniques.
Conclusions
Based from the findings of the study the following conclusions
are drawn:
1. The teacher respondents were young with ages ranging from
22 to 38 years old, born after 1975; most of them are female 23
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.
2. The three motivational techniques used consistently by
Vietnamese teacher are (2) promoting learners. self-
confidence, (8) making the learning tasks stimulating, and (9)
promoting learner autonomy.
3. The level of test performance of student respondents of
Hanoi University of Industry in Basic English Course
indicate low performance of students in all test areas.
4. There is not much relationship that exists between the