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

NGUYỄN THANH THỦY A STUDY ON 10 GRADERS’ MOTIVATION IN
SPEAKING ACTIVITIES AT SON TAY HIGH SCHOOL, HA NOI

(NGHIÊN CỨU ĐỘNG CƠ TRONG CÁC HOẠT ĐỘNG NÓI TIẾNG ANH
CỦA HỌC SINH LỚP 10, TRƢỜNG THPT SƠN TÂY, HÀ NỘI)

M.A. MINOR 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 Nguyen Thanh Thuy
ii

ACKNOWLEDGEMENTS

First of all, I wish to express my deepest gratitude to my supervisor, Assoc. Prof.
Dr. Trần Xuân Điệp, whose insightful comments, criticism, direction and kind support
were of great assistance to me in carrying out this study.
My sincere thanks also go to all the lecturers and staff of the Faculty of
Post- Graduate Studies, Hanoi University of Languages and International Studies,
Vietnam National University, Hanoi, for their valuable knowledge and invaluable

(1) types of motivation possessed by 10 graders at STHS.
(2) level of motivation of 10 graders at STHS in speaking lessons.
(3) causes leading to the lack of motivation in speaking lessons of 10 graders
at STHS.
The research approach undertaken in this study was qualitative and
quantitative. The research data collection instruments were survey questionnaires
and interviews.
The results obtained from the analysis of responses to the questionnaires and
interviews for teachers and students revealed the types of motivation of 10 graders,
the level of motivation and the causes of students‟ deficiency of motivation at STHS.
Finally, this study provided some recommendations for effective application of
motivational strategies in enhancing students‟ speaking skills. It is expected that the
results from the study could be of benefit to the teaching and learning of English
speaking at STHS. iv

TABLE OF CONTENTS

DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF TABLES AND CHARTS vi
APPENDICES vii
LIST OF ABBREVIATIONS viii
PART 1: INTRODUCTION 1
1.1. Rationale of the study 1
1.2. Aim of the study 1

2.2.1. Description of the subjects 20
2.2.2. Data collection instruments 20
2.2. 3. Procedures 21
2.2. 4. Data analysis 21
2. 3. Summary 21
CHAPTER 3: DATA ANALYSIS AND FINDINGS 22
3.1. Data analysis 22
3.1.1. Analysis of students‟ questionnaires and interviews 22
3.1.2. Analysis of teachers‟ questionnaires 30
3.1.3. Teachers‟ problems and judgement on the success of speaking lessons 34
3. 2. Summary 35
3. 3. Findings 35
PART 3: CONCLUSION 39
3.1. Recapitulation of the main ideas 39
3. 2. Limitations of the study 41
3. 3. Suggestions for further research 42
REFERENCES 43
APPENDIX
vi

LIST OF TABLES AND CHARTS TABLES

Page
Table 1
Students‟ reasons for learning English speaking
22
Table 2

Students‟ interest in speaking lessons
24
Chart 2
Activities enjoyed most by students
29
Chart 3
Teacher‟s activities in speaking lessons
31
Chart 4
Teacher‟s responses to unwilling speakers
32
Chart 5
Teachers‟ judgement on the success of speaking lessons
35
vii

APPENDICES Appendix 1: Questionnaire for students
Appendix 2: Questionnaire for teachers
Appendix 3: Questions for interview
Appendix 4: Phiếu khảo sát (dành cho học sinh)
Appendix 5: Phiếu khảo sát (dành cho giáo viên)
Appendix 6: Câu hỏi phỏng vấn (dành cho học sinh)
Appendix 7: Interview transcript of students


teaching effectiveness”, which means motivation is the focus of L2 teaching and
learning activities. Consequently, theorists have been trying to find out the most
effective ways to motivate learners with a view to achieving a long-desired
methodology which could be the most productive in the L2 classroom. However,
Dornyei (2001) found out that motivation still has a very limited place in the
curriculum of L2 teacher education programs worldwide. Teachers are still not
equipped with enough necessary skills to motivate their students while motivation‟s
central role in L2 acquisition has long been undeniably acknowledged. Due to the
lack of motivation, interaction during speaking lessons at schools is restricted, with
few students getting involved in the activities. As a result, it is necessary that this
issue be brought up over again so as to keep reminding teachers and teacher trainers
of the importance as well as the benefit motivation brings to language learning. The
purposes of this study are therefore first of all to review current literature
concerning motivation in L2 teaching and learning, then to investigate the
motivation at STHC, making suggestions to improve it. “The Study on 10th
Graders‟ Motivation for Speaking Activities at Son Tay High School, Hanoi” has
been conducted.
1.2. Aim of the study
The study is aimed to improve the speaking skill of 10 graders at STHC.
1.3. Objectives of the study
The objectives of the research are as follows:
- To find out different types of motivation 10 graders at STHC have.
- To examine the level of motivation and causes of motivation deficiency of 10
graders at STHC.
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1. 4. Research question
To achieve the aims and objectives mentioned above, the research questions
designed are:
 Research question 1: What kinds of motivation do 10 graders in Son Tay High

First, the information about types of motivation of grade 10 students in this minor
thesis is supposed to provide a thorough understanding of the actual purposes of students‟
speaking learning, helping teachers know their students better.
Second, the findings about the level of motivation in speaking English,
helping teachers get to know the importance as well as the urgent need to find ways
to solve the problem.
Third, the causes leading to low motivation clearly point out teachers‟
drawbacks as well as difficulties in teaching process, which accordingly suggest
some solutions to the problem for teachers. The findings and recommendations of
the study will be applied so as to improve the language learning in general and
speaking skill in particular in STHS.
1. 8. Design of the study
The study is divided into 3 main parts as follows:
Part 1: Introduction
Part 2: Development
Chapter 1: Theoretical Background of Motivation
Chapter 2: Methodology
Chapter 3: Data Analysis and Findings
Part 3: Conclusion
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PART 2: DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND
1.1. Motivation
1.1.1. Definitions of motivation
There is no doubt that motivation plays a key role in second language
teaching and closely correlates with second language achievement as well as
proficiency. However, "Without knowing where the roots of motivation lie, how
can teachers water those roots?" (Oxford & Shearin, 1994:15). A lot of researchers
have worked out what motivation means. There have been so far a number of ways

activities and there is more chance for them to excel.
According to Caroll (1962) , motivation decides the amount of time a learner
will spend on the task of language learning. She claims: “ The more motivation a
learner has, the more time he or she will spend learning an aspect of a second
language” (Carol, 1962). As a result, it is considered as an “important factor” which
decides on the “level of proficiency” of a learner. (Labonde, 1982)
1.1.3. Types of motivation in foreign language learning
There are different ways to classify motivation. In some studies, motivation
is categorized into two types: intrinsic (internal) and extrinsic (external).
*Intrinsic motivation
Intrinsic motivation is learners‟ interest in the culture, the target language
group or in learning tasks. It "Involves the arousal and maintenance of curiosity and
can ebb and flow as a result of such factors as learners' particular interests and the
extent to which they fell personality involved in learning activities." (Ellis,
1994:76). In fact, intrinsic motivation means the stimulation originates from the
learners themselves. It is their own inner anxiety to learn that brings about
achievement.
*Extrinsic motivation
Extrinsic motivation can be understood as the opposite of intrinsic
motivation. “When individuals are extrinsically motivated, they hold some desired
outcome as a goal (e.g., getting a good grade or avoiding punishment), they
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recognize that a certain way of behaving is an expedient means to that goal, and
they make plans to modify their behavior in such a manner that they are likely to
experience the desired outcome”.(Spaulding, 1992:5-6). This type of motivation
derives from the influence of some kinds of external incentives, including the
influence of the teacher, the learner's wish to please some other people or to succeed
in an external exam, other than their wish to learn for their own sake or interest in
learning tasks.

1997). In his view, the result of success indirectly influences motivation or
motivation may result from success. In sum, "the relationship between motivation
and achievement is an interactive one. A high level of motivation does stimulate
learning, but perceived success in achieving L2 goals can help to maintain existing
motivation and even create new types. Conversely a vicious circle of low
motivation = low achievement = lower motivation can develop" (Ellis, 1994:515)
1.1.4. Factors affecting motivation in second language learning
There exist some studies on the factors affecting students‟ motivation in
learning a foreign language. Researchers have had some different views in this
issue, however, a list of common factors affecting students‟ motivation has been
decided on, which are divided into three groups: teacher‟s factors, students‟ factors
and learning condition factors.
1.1.4.1. Learner- related factors
a. Intelligence:
According to Lightbown & Spada (1999:52), it refers to “performance on
certain kinds of tests”, through which teachers can assess students‟ performance in
the class. It is reported that there is a link between intelligence measured by IQ tests
and second language learning; however, some students, in fact, are successful in L2
learning even though their academic results are not good.
b. Aptitude:
According to Gardner (1980) and Skehan (1989), aptitude is the main factor
determining the level of success of second language learning (Douglous et al, 1995).
Lightbown and Spada (1999:53) proposes that aptitude consists of:
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(1) the ability to identify and memorize new sounds
(2) the ability to understand the function of particular words in sentences.
(3) the ability to figure out grammatical rules from language samples.
(4) the ability to memorize new words.
c. Personality

article from Civilacademy Journal of Social Sciences, Vol. 7, No.)
f. Confidence, Anxiety
According to Dornyei, confidence and anxiety make “a central component in
the personal dimension of motivation”. Clement and his colleagues believe that
“self-confidence is a powerful motivational process in multiethnic, multilingual
settings” , and that “self-confidence is also a major motivational subsystem in
foreign language learning situations”.
g. Learning style
A learning style is a student's consistent way of responding to and using
stimuli in the context of learning. Keefe (1979) defined learning style as „the
composite of characteristic cognitive, affective and physiological factors that
serve as relatively stable indicators of how a learner perceives, interacts with,
and responds to the learning environment.” Learning style is a consistent way of
functioning that reflects underlying causes of behavior. (cited in Ellis, 1997:
499).
h. Learning environment
Learning environment involves physical conditions and classroom
atmosphere.
- Physical conditions:
Physical conditions refers to the classroom size, chairs, desk, tables, lights, boards
and even bulletin boards, which affect students‟ motivation either positively or
negatively.
- Classroom atmosphere:
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Classroom atmosphere means pleasant and supportive atmosphere in the classroom.
Lightbown & Spada (1999) claimed that the supportive and non-threatening
atmosphere makes a contribution to learners‟ motivation.
Besides, learners' preferences is also taken into account. It is "an individual's
natural, habitual, and preferred way of absorbing, processing, and retaining new

climate was one of the most potent factors that undermined learning effectiveness
and L2 motivation. (cited in Dornyei, 2001:121). Besides, “In order for the students
to be motivated, the learning environment needs to be free from anxiety; the student
should not feel threatened or intimidated.”
In fact, there are a number of elements which make up what we call the ideal
classroom climate, that is the relationship between the teacher and the students, the
relationship among the students themselves and the norm of tolerance which helps
students feel free of the feelings of embarrassment when making mistakes.
1.2. Overview of speaking
1.2.1. Definition of speaking skill
Florez (1999) defined speaking was “an interactive process of constructing
meaning that involves producing and receiving and processing information”. (cited
in Balley, 2005:2). It is “often spontaneous, open- ended and evolving”, but it is not
completely unpredictable. In other words, “speaking consists of producing
systematic verbal utterances to convey meaning”. (Balley, 2005:2).
Bygate (1997) stated that speaking was a skill which deserved attention
every bit as much as literacy skill. It is often thought of as a “popular” form of
expression that uses the unprestigious “colloquial” register. Speaking is in many
ways an undervalued skill. Perhaps this is because we can almost all speak, and so
take the skill too much for granted. In his own view, Mackey (1965) shows that
“oral expression involves not only the use of the right sounds in the right patterns of
rhythm and intonation, but also a choice of words and inflections in the right order
to convey the right meaning”(cited in Bygate, 1997:5). According to Mackey, for
the student who wants to be good at speaking, he/ she has to choose the right forms,
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put them in correct order, sound it like native speaker and even produce the right
meanings.
1.2.2. Stages in a speaking lesson
So far, there have been various discussions on the stages in a speaking

to be involved in communication then that communication will probably not be
effective. The students should pay attention to the ideas being presented and not the
language form being used. (Harmer, 1991). During the course of teaching, the
teacher works as a participant, observing and providing help when necessary and
gives feedback to students‟ speaking.
1.2.3.2. Purposes of communicative activities
According to Littlewood (1990), communicative activities help learners use
the language items introduced to speak in the target language. Communicative
activities are advantageous because they provide “whole-task practice”, improve the
motivation, allow natural learning and can create a context which supports learning.
1.2.3.3. Types of oral communicative activities
There are a great number of communicative activities designed to create
chances for spoken communication in language learning environment.
* Communication games
According to Harmer (1991) , communication games are activities where
learners use all the target language to complete a game-like task. This brings
students opportunities for interaction. Communication games activities include
finding the differences (or similarities); describe and arrange; story reconstruction
and/or poem reconstruction (Bygate, 1987), each of which is actually the working
on information gap activity. The activity focuses on “meanings to be
communicated” rather than “linguistic form to be learnt”. (Harmer, 1991)
* Songs
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There is no denying the fact that music and songs create a relaxing
atmosphere, which act, as a result, as a very beneficial means to create motivation.
Eken (1996: 46) states that songs can be used:
• to present a topic, a language point, lexis, etc;
• to practice a language point, lexis, etc;
• to encourage extensive and intensive listening;

- Role-play controlled through cued situations and goal.
- Role-play controlled through cues and information.
- Role-play in the form of debate or discussion.
* Story- telling
This kind of exercise helps students to develop creative thinking because
they can either summarize a story using their own words or create a complete one.
Students have chances to practise expressing ideas in a concrete form: opening,
body and ending.
1.2.4. Problems with speaking activities
The learners have their own difficulties in language learning, especially in
speaking. Munjayanah (2004: 17) mentions the following as problems students may
face up to in learning speaking skill.
* Inhibition: Learners are often inhibited about trying to say things in a foreign
language in the class room. They are worried about making mistakes, fearful of
criticism or losing face.
* Nothing to say: Even if they are not inhibited, we often hear learners complain
that they cannot think of anything to say.
* Low or uneven participation: Only one participant talks at a time or he or she
dominates the group while others speak very little or not at all. In a large group each
member gets very little talking time.
* Mother-tongue use: In classes where all or a number of the learners share the
same mother tongue, they are likely to use it. It is easier and it feels unnatural to
speak to one another in a foreign language.