VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
******************** NGÔ THỊ HUỆ PARENTS’ ROLES IN MOTIVATING PRIMARY SCHOOL
STUDENTS TO LEARN ENGLISH

VAI TRÒ CỦA PHỤ HUYNH TRONG VIỆC TẠO ĐỘNG LỰC HỌC
TIẾNG ANH CHO HỌC SINH TIỂU HỌC M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology
Code: 60.14.01.11

Hanoi - 2014
i
DECLARATION

I hereby state that I, Ngô Thị Huệ, being a candidate for the Degree of Master of
Arts, accept the requirement of the University relating to the retention and use of
M.A. Thesis deposited in the library.
In terms of these conditions, I agree that the origin of my paper deposited in the
library should be accessible for the purposes of study and research, in accordance
with the normal conditions established by the librarian for the care, loan or
reproduction of the paper

Signature: Date: July 21
st
, 2014
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ACKNOWLEDGEMENTS

First of all, I would like to express my heartfelt gratitude to my supervisor,
Dr. Hoàng Thị Xuân Hoa for her valuable advice, constructive comments, patient
support and encouragement in the completion of this M.A. Thesis.
I would like to send my sincere thanks to my informants in this study, who
have provided useful and valuable information for this research. Without their
enthusiastic contribution and cooperation, this research would certainly not have
been completed.

that parents not only had positive attitude towards their children‟s English learning
but also expressed strong willingness to be involved in children‟s English learning
process. Results from the study show that besides school instruction, parents
reported various strategies and activities that they used at home to encourage their
children to learn English. It was revealed that there were four types of roles that
parents played in motivating their children to learn English : an advocate, a
supervisor, a facilitator and a guider. The parents involved in the study also reported
that they faced some difficulties when helping their children in English learning, the
most significant of which are the lack of English knowledge and financial condition. iv
TABLE OF CONTENTS

DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
PART A : INTRODUCTION 1
1. Rationale 1
2. Aims of the research 3
3. Significance of the research. 3
4. Scope of the research. 4
5. Methodology 4

3.2.1. Parents‟ interests in involvement in the children‟ English learning. 26
3.2.2. Ways and types of parental behaviors 27
3.3. Parents‟ roles 33
3.4. Barriers for parents‟ involvement. 34
PART C: CONCLUSION 37
1. Major findings and conclusions 37
2. Some implications 37
REFERENCES 39
APPENDIX 1 I
APPENDIX 2 IX
APPENDIX 3 X
APPENDIX 4 XI
1
PART A : INTRODUCTION
This part states the rationale of the study, together with the aims, the
significance and the scope of the research. Above all, it is this part that the research
questions are formulated to work as clear guideline for the whole research.
1. Rationale
Because of the globalization, English has become an international language.
In many countries, English is the primary language or official language; whereas in
non- speaking countries, it is often taught as a foreign language and has referred to
as an international language. Hence, it is widely taught at all stages of education
system in Vietnam. According to the Decision No 1400-QD-TTg of the Prime
Minister, English is introduced into the primary education curriculum starting from

perception, they tend to ignore the needs of their children‟s education at home.
Good quality home learning contributes more to children‟s learning than parental
occupation, education and income. Many researchers have been asserted the
influence that parents can have on individual‟s motivation to learn a second
language. Furthermore, many recent research projects on language learning
motivation have included this factor in their studies (Atay and Kurt (2010), Henkel
(2009), Ryan (2009)). They have indicated that parents play an important role in
maintaining their children ability as well as in participating for the success of
learning. The influence the parents on the child can be active supporters of their
children‟s foreign language learning without themselves having skill in the foreign
language.
Although parents play an active role in children‟s learning, there is little
research on parents‟ roles in education in general and in language learning in
particular in Vietnam. However, despite growing documents of factors instrumental
to children‟s English learning motivation and achievement, empirical attention
focuses on individual characteristics of students, language learning strategies and
teachers‟ contributions while neglecting the role of parents that can be shown
through their attitudes towards English learning and the way they involve in the
learning process. All of these reasons did give an account for the researcher‟s wish
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of carrying out the study “parents‟ roles in motivating primary students to learn
English at home” to investigate parents attitudes towards English learning and the
way they act to promote their children to learn English.
2. Aims of the research
This study aims to find out parents‟ role in motivating primary students to learn
English. To be more specific, the objectives of this study are:
- To find out parents‟ attitudes towards their children‟s learning English at
primary schools.
- To find out what parents do to encourage their children to learn English
- To find out parents‟ roles in motivating children to learn English

This study uses survey method which is based on both qualitative and
quantitative data collected from parents of all the third grade students at Ngoc
Xuyen Primary School in Do Son District by Questionnaire and Interviews.
6. Design of the research
The study report is divided into three main parts
Part one is the Introduction featuring the rationale for the study as well as the
aims, the significance and the methods employed in the research. In addition, it also
briefly introduces the scope of the study together with the overall design of the
research report.
Part two is the Development consisting three chapters:
- Chapter 1 is the Literature review covering main issues and concepts
related to motivation, primary students and parental factors affecting their
participation in motivating their children to learn English at home.
- Chapter 2, Methodology, is devoted to describe the research methodology
which comprises the information of the research subjects, settings and data
collection instruments and procedures.
- Chapter 3, Data analysis, Findings and Discussion, presents the results from the
detailed analysis of collected data and provides several discussions related to them.
Part three is the Conclusion that recapitulates the main contents of the study
report. Some limitations, implications and suggestions for further study are also
represented.
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PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVEW
1.1.Definition of terms.
Parents
When discussing parents‟ roles, the most commonly appearing – word will
be “ parents”. As Lockette (1999) mentions “ When we use the term “ parents”, we
need to remember that “ parents” can also mean other adults who play an important
role in a child‟s life”. Lunts (2003) includes parents, guardians, stepparents,

(
According to this definition, homework in English learning can be exercises from
workbook, memorising vocabulary, grammar and phonemic symbols, listening to
tape….
1.2. An overview of motivation in language learning
1.2.1. Definition of language learning motivation
In education in general and in language learning in particular, motivation has
always been considered as essential factor contributing to success. Without
motivation, any efforts would be almost impossible. Therefore, a thorough
understanding of this concept is needed.
Motivation has been defined in a number of ways by a variety of researchers
and scholars. According to MacIntyre (2002:16), motivation indicates a thing or a
condition. Ager (2001:7) defined motivation as a language behaviors. Motivation
prompts learners‟ desire to achieve the target language learning and provides a
stimulus for continuous learning activity. Motivation consists of three aspects:
goals, attitudes and motives. Goal theory, which is one of three main elements to
define motivation, consists of three types of goal: ideal, objective and target (Ager,
2001: 11). However, not all motivations can be explained by the goal theory. For
instance, motives such as parental expectation, imitation and self-esteem are more
likely to be explained by needs more than goals. So the satisfaction of needs that
can explain these motives is one type of goal theory. Another linguist, Harmer
(2001:51) states that “at its most basic level, motivation is some kind of internal
drive which pushes someone to do something in order to achieve something”. More
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elaborately, Gardner (1985) remarks “motivation involves four aspects: a goal,
effort behavior, a desire to attain the goal and favourable attitudes towards the
activity in question”.
Briefly, motivation is an undoubtedly complicated phenomenon that has
many definitions in many ways. Although those researchers use different statements
to define motivation, all definitions would not contradict its important in language

learners succeed in learning, they may be more or some times less motivated to
learn.
- Developmental or personal motivation: the motivation relating to “ personal
development or personal satisfaction” (Cooper and Fisherman, 1997). This includes
such activities as watching movies and reading books in English.
Among these types of, the most well-known types are discussed in the following
section.
1.2.2.1. Intrinsic motivation and extrinsic motivation.
Intrinsic motivation refers to “ motivation to engage in an activity for its own
sake”( Wordkowski, 1991). He means that the activity itself is for its own benefit.
Paul Eggen and Don Kauchak (1994) suggest that such behaviors as curiosity, the
need to know and feelings of competence or growth reveal a learner‟s intrinsic
motivation, the needs that exist within the learners. Intrinsically motivated students
are willing to learn the language in the purpose of fulfilling of their curiosity, the
need to know and feeling of competence. They also enjoy the learning process for
the interest, they do not need other kind of rewards or punishment. The factors of
support of intrinsic motivation include competence (the feeling that you know how
to do things), autonomy (being able to perform an activity by yourself) and
relatedness (connection with your social environment like helping others).
Three types of intrinsic motivation are classified by Valler (1997) as follows:
- To learn: involving in an activity for pleasure, satisfying one‟s curiosity and
exploring the world.
- For achievement: engaging an activity for suppressing or accomplishing
something
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- To experience stimulation: referring to the learners‟ engagement in an activity to
experience pleasant sensation.
In contrast to intrinsic motivation, extrinsic motivation is defined as a motivation
that stems from external stimulus. These motivators are unrelated to the subjects being
learnt and they exist outside the individual dong the task ( Cheryl L. Spaulding,

purposes of study or career promotion‟ (Ur, 1996: 276, cited in Lan, 2008) and the
desire to obtain something practical or concrete from the study of a second language
(Hudson, 2000). In other words, instrumental motivation is the learner‟s desire to
learn a language for utilitarian purposes (such as employment/travel/exam purposes)
in the context of language learning.
While both kinds of motivation are essential elements of success in learning a
second language, it is integrative motivation which has been found to sustain long-
term success when learning a second language Ellis (1997). In some of the early
research by Gardner and Lambert (cited in Ellis, 1997), integrative motivation was
viewed more importance in a formal learning environment than instrumental
motivation. Integrative motivation was regarded as superior to instrumental
motivation for predicting the success of second language learning (Gass, 2001, cited
in Vaezi, 2008: 54). The reason is that if students respect the target culture, they
may read literature or practice the language and thereby be able to improve their
language skills (Cook, 2001, cited in Vaezi, 2008:54). However, from another
perspective, instrumental motivation is meaningful for the learner who has had
limited access to the L2 culture, or foreign language settings (Oxford, 1996, cited in
Vaezi, 2008:55). Dornyei (1996, cited in Vaezi, 2008:55) opposed Gardner by
claiming that instrumental motivation is more important than the integrative
motivation. It is important to note that instrumental motivation has only been
acknowledged as a significant factor in some research, whereas integrative
motivation is continually linked to successful second language acquisition.
1.2.3. The importance of motivation in language learning
The importance of motivation in enhancing language learning is undeniable.
Lifrieri (2005:4) points out that “ when asked about the factors which influence
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individual levels of success in any activity- such as language learning- most people
would certainly mention motivation among them”. Brown ( 2000: 160) states that”
it is easy in second language learning to claim that a learner will be successful with
the proper motivation”.

major intermediary between the cultural milieu and the student” (Gardner, 1985:
109). Parents can play an active or passive role in the second language learning.
Parents play active role when they display positive attitude about language
learning, taking interest in the material and schoolwork. Visible expressions of
attitudes parents hold about language learning are shared when parents describe
those who speak English with praise and admiration and enjoy being in their job.
Then they have behaviors to motivate their children in learning such as encouraging
their children to do well, assisting them to learn, reinforcing any successes
identified by the school. The passive role involves parents‟ indirect modeling and
communicating attitudes related to second language learning and the community.
They can show no interest in language learning or making no attempt to learn. It can
send passive negative message about the importance of knowing a second language.
This may expressed by encouraging their child to spend more time in other subjects.
Gardner suggests that when parents have positive attitudes towards the
community, they would serve to support an integrative motive in the student. In
order to support Gardner‟s hypothesis, Sarojani Devi Krishnan conducted an
interview to examine the role of parents in language learning motivation. The
findings showed that among all the factors, parents‟ encouragement play the most
important role in motivating students to learn the English language. To young
learners, due to their developmental stage, they are likely to be particularly
susceptical to the influence of parents. Therefore, parents play an important role in
young learners‟ motivation to learn English. Successive models of language
motivation have also included the role of parents in learners‟ live. “ When parents
are involved in their children‟s education at home, they do better in school”
(Hendeson and Berla, 1994). Success at school is guaranteed if children are
supported by parents attitudes and involvement at home. (Simsek and Tanayd,
2002).
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In the context of Vietnam where English is learnt as a foreign language, most
children do not have immediate needs to use English in their daily life. On the other

1.3.1. Physiological characteristics
Children are physically underdeveloped and not matured biologically.
According to the Critical Period Hypothesis, children have a neurological advantage
in learning languages. They can acquire language more easily. Their speech organs
are more flexible than those of matured adults. They have the advantage in learning
a new language because it is much easier for children than for adults to utter the
new language with an accurate pronunciation and intonation.
1.3.2. Cognitive ability
Children‟s cognitive ability is underdeveloped. Malcolm Knowles‟ pedagogy
and andragogy theory maintains that children tend to be dependent thinkers and
learners and therefore need teacher when they are at school and parents when they
are at home to direct what, when and how a subject is learnt. According to Jean
Piaget‟s theory of cognitive development, children rely principally on sensory
experience of reflecting and acquiring knowledge, and they mostly understand
things directly or through audio visual aids and other sensory inputs. Competence is
encouraged by interactions, interest, opportunities, admiration and signs of
affection. (Malcolm Knowle, 1984).
1.3.3. Faculty of memory
Children‟s memory is weak. Children cannot control what they are taught,
the younger the learner, the patchier storage and recall, which again makes
recycling activities necessary, whereas age improve second language capacity.
Memory consists of three phrases: register, storing and recalling. In order to be able
to say that they have learnt a given item successfully, all three stages must be
available.
Moreover, children‟s memory is more mechanical. They do not have access
to the memory techniques and other strategies. Children have short –term visual
memory and forget things quickly. It is difficult for them to retain memory over a
long period of time. Therefore, children should revised at home what they have
learnt at school.
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Children will also have more opportunity to ask with their parents because of their
closed relationship. From this review time, parents can help them to learn from
books or to read and write the vocabulary and sentences for practice. They can also
accompany and check children to do homework. In addition, they can give their
children facilities such as tape recorders or DVD players to help them improve their
pronunciation and listening skill.
The benefits of enhancing learning at home
- Parental understanding: Parents will understand the material their children are
responsible for knowing.
- Attainment of goals: Parents can assist their children with attainment of learning
goals.
- Positive attitude: Students develop a more positive attitude about homework.
Effects of learning at home:
For students: - Skills, abilities and tests scores limited to homework and class work.
- Homework completion
- Positive attitude about homework and school.
- View of parents as more similar to teacher and of home as more
similar to school
- Self- confidence in ability as learners.
For parents: - Knowledge of how to support, encourage and help student at home
- Discussion of school, homework and future plans
- Understanding of instructional program at what a child is learning
- Awareness of child as learners.
( Cited in A toolkit for family involvement in education- Oregon Department of
Education)
1.4.2. Barriers for parents’ involvement
According to Comer (1993), in spite of the agreement that parents‟ attitude
and involvement has positive impact on children‟s learning result, parents have
reported barriers for them to get involved. According to Chen (2008), time

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CHAPTER 2: RESEARCH METHODOLOGY
This chapter gives a brief view on the setting of the research then discusses
the methodology of the study related to subjects of the study, research instruments,
data collection and data analysis.
2.1. The context of the study
English language teaching at primary level has been actively implemented at
almost school since 2010 according to Project "Teaching and learning of foreign
languages in the national education system in the period 2008 – 2020” Decision No.
1400/QD-TTg 30/9/2008 of the Prime Minister. The Ministry of Education and
Training is taking a phased approach in which primary English language teaching
plays a very important role.
Ngoc Xuyen Primary School is in Do Son Districts, Haiphong city. The
students population is the biggest among three primary schools in Do Son. It has for
many years to be the most reliable address for students and parents of the district. In
the school year of 2013- 2014, Ngoc Xuyen Primary School had three third-grade
classes. Each class had an average of 39 students. The biggest class had the
maximum of 42 and the smallest had the minimum of 36. Like other primary
schools in Haiphong city in general and in Do Son in particular, English teaching
has been applying for third graders in Ngoc Xuyen Primary School since 2004. For
the past ten years, it used to be an optional subject from grade 3 with the time
allocation of two periods per week and using the textbook “Let‟s learn English book
1, 2, 3” (The Educational Publishing House & SNP Panpac Publishing House,
Singapore). Because of the implementation, English has become a compulsory
subject. A new program is applied and the number of periods increased from two
periods per week to four periods per week since 2010. The initial result is the
textbooks Tieng Anh 3, which was published by Ministry of Education and
Training. Tieng Anh 3 consists of twenty units and four review ones for two terms.
Each unit focuses on competences, sentence patterns, vocabulary and phonics.
Thanks to the globalization and the new policy of the Ministry of Education