4
TABLE OF CONTENTS
Declarations
Acknowledgement
Abstract
List of abbriviations
List of charts
Table of contents
Part 1: Introduction 1
1. Rationale 1
2. Research hypotheis 2
3. Aims of the study 2
4. Significance of the study 2
4.1. Theoretical significance 2
4.2. Practical significance 3
5. Scope of the study 3
6. Methods of the study 3
7. Design of the study 4
Part 2: Development 5
Chapter 1: Theoretical Background 5
1.1. Overview of motivation in language learning 5
1.1.1. Definition of motivation 5
1.1.2. Classification of motivation in language learning 6

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1.1.3. The importance of motivation in language learning 9
1.1.4. Common factors affecting learners’ motivation
in language learning 9
1.1.4.1. Learners’ factors 10
1.1.4.2. Parents’ factors 11

3.1.3.1. Results from pre-treatment questionnaire 44
3.1.3.2. Results from post-treatment questionnaire 52
3.1.4. Results from the informal interviews with students 59
3.2. Findings and discussions 60
3.2.1. Findings 60
3.2.2. Discussions 62

Part 3: Conclusion 63
1. Recapitulation 63
2. Limitations 64
3. Suggestions for further research 64
References 66
Appendix

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LIST OF ABBREVIATIONS

EFL
English as a foreign language
ESL
English as a second language
FOE
Faculty of English
HNUE
Hanoi National University of Education
L2
Second language

Chart 9
Pre-Questionnaire: students' self-evaluation on ability to master listening skill
Chart 10
Post-Questionnaire: Student's interest in listening skill
Chart 11
Post-Questionnaire: the relevance of the lesson content to students interest
Chart 12
Post-Questionnaire: students' efforts in learning and practicing listening skill
Chart 13
Post-Questionnaire: students' time spent learning English
Chart 14
Post-Questionnaire: students' time spent learning and practicing listening skill
Chart 15
Post-Questionnaire: students' desire to learn listening skill
Chart 16
Post-Questionnaire: students' attitude to listening courses
Chart 17
Post-Questionnaire: students' aptitude to learn listening skill
Chart 18
Post-Questionnaire: students' self-evaluation on ability to master listening skill

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PART 1: INTRODUCTION
1. Rationale.
In the field of teaching and learning foreign languages in general and the English
language in particular, motivation has always been playing an essential role to

3. Aims of the study
The ultimate purpose of the research is to investigate the effectiveness of several
changes made during the listening course in terms of boosting the motivation of
second-year English majors at FOE, HNUE in acquiring listening skill. It specifically
aims at:
 Looking at the students‟ motivation and the present situation of teaching and
training the listening skill to second-year English majors at FOE, HNUE
 Investigating changes in the students‟ motivation during and after the
application of some changes made in the listening course
 Examining the students‟ attitudes towards the changes made during the
course
 Giving some recommendations for improving the students‟ motivation in
learning the skill of listening and other macro skills
4. Significance of the study
4.1. Theoretical significance
Through this study, theories of motivation are revisited. Main definitions together
with leading concepts and notions about motivation are represented with details.
Moreover, common strategies to improve and sustain students‟ motivation in
classroom are also reintroduced. Besides, the study also reconfirms the importance of
motivation in education and in language learning. 11
4.2. Practical significance
The study is expected to facilitate better understanding of motivation in foreign
language learning in general and in EFL in particular. Practically and pedagogically,
the findings of the study are strongly believed to help English teachers see more
clearly the essential roles of motivation in the teaching of English and to supply them
with some basic ideas of how to find suitable ways of motivating their students in
learning English, especially listening skill. In addition, the author expects that this

verify the hypothesis.
7. Design of the study
The study report is divided into three main parts.
Part one is the Introduction featuring the rationale for the study as well as the
objectives, 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 of three chapters:
o Chapter 1, Theoretical background, covers main issues and concepts related
to motivation and teaching listening skill. Different strategies to boost and
maintain motivation in language learning and teaching are also included in
this chapter.
o Chapter 2, Methodology, is devoted to describing elaborately the research
methodology which comprises the information of the research subjects,
settings, and data collection instruments and procedures.
o Chapter 3, Data analysis, Findings, and Discussions, 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 and suggestions for further research are also presented in this part.
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PART 2: DEVELOPMENT
Chapter 1: Theoretical Background
1.1. Overview of motivation in language learning

language, they will certainly desire more contact with them.
1.1.2. Classification of motivation language learning
When employed in education and language learning, the following different types of
motivation can be differentiated:
 Integrative motivation: the desire to identify with and to integrate into the
target language culture
 Instrumental motivation: the wish to learn the language for purposes of study
or career motivation
 Intrinsic motivation: the urge to engage in the learning activity for its own
sake. It has been termed “cognitive drive”, which is very typical of young
learners and tends to deteriorate with age
 Extrinsic motivation: motivation that is derived from external incentives
 Global motivation: the overall orientation of the learners towards the learning
of the foreign language
 Situational motivation: it has to do with the context of learning (classroom,
learning environment)
 Task motivation: the motivation that the learners get when they are
performing particular tasks in learning performance
 Resultative motivation: according to Ellis (1990), “it is likely that 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 maintain existing motivation and create new
types”. When learners succeed in learning, they may be more or sometimes
less motivated to learn

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Among these types of motivation, intrinsic and extrinsic motivations have played an
essential part in classroom learning; therefore, a distinction between them is of
necessity.
 Intrinsic motivation

continuum between self-determined (intrinsic) and controlled
(extrinsic) forms of motivation, depending on how much the
regulation has been transferred from outside to inside the individual.
Four types of extrinsic motivation are elaborated:
 External regulation refers to the least self-determined form of
extrinsic motivation, coming entirely from external sources
such as rewards or threats (e.g. the teacher‟s praise or parental
confrontation).
 Introjected regulation involves externally imposed rules that
the students accept as norms to be followed in order not to feel
guilty (e.g. rules against playing truant from class).
 Identified regulation occurs when the person engages in an
activity because he/ she highly values and identifies with the
behavior, and sees its usefulness (e.g. learning a language
which is necessary to pursue one‟s hobbies or interests).
 Integrated regulation is the most developmentally advanced
form of extrinsic motivation, involving choiceful behavior that
is fully assimilated with the individual‟s other values, needs,
and identity (e.g. learning English because its proficiency is an
educated cosmopolitan culture one has adopted).
Most scholars agree that intrinsic and extrinsic motivations interact with each other
and both play an important role in language learning and teaching. As a result,
learners can be either motivated by internal or external factors depending on the
circumstances and conditions under which the learning activity is being performed.

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1.1.3. The importance of motivation in language learning
Learner motivation has become more and more commonly recognized as one of the
major defining factors for success in learning in general, whether one is an adult
learner taking distant training courses, or an undergraduate student pushing one‟s

be unable to comprehend new knowledge, and more seriously, they may lose their
interests in learning lessons. Realizing the importance of this factor, the teacher
needs to provide students with suitable background information for the lesson and
helps them use it effectively.
Besides language items such as vocabulary and grammatical structures may have
impact on students‟ feelings. This causes them difficulties in getting meaning as well
as practicing language skills.
The students‟ aptitude is also an important factor that influences their motivation. If
one finds that he is able to do something well, he will surely feel self-confident and
likes it much.
Another factor is the learners‟ language learning strategies. These can affect their
mood to make them participate actively or passively in learning activities. Learning
strategies are really helpful to students as they assist them to improve their learning
proficiency and efficiency as well as their academic achievements. Moreover,
appropriate strategies do help students process the lesson actively and connect what
they are learning with what they have already known. However, learners must be
flexible in employing learning strategies; otherwise, their learning expectations
cannot fulfilled. In addition, it is true that more highly motivated learners use a
greater range of proper strategies than less motivated learners. It is advisable that the
teacher teach the learners appropriate strategies and assist them in practicing using
these in their learning.

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1.1.4.2. Parents’ factors
Gardner (1985) considered parental influence on L2 motivation a major component
in his psychological theory because parents were seen „to act as the major
intermediary between the cultural milieu and the student”. In addition, he has

behaviors. The way the teacher feels, thinks, and behaves while teaching surely has a
profound influence on learners‟ motivation and the learning atmosphere. When the
teacher has personal and interpersonal variables such as good mood, warmth, respect,
empathy, understanding, sensitivity, enthusiasm, good sense of humor, etc., the
learning environment is likely to be relaxing and enjoying to students. It is suggested
that when learners have chances to work with an instructor who shows his/her
excitement about the subject matter being taught, or simply expresses his/her love for
teaching job, inevitably they are affected by this energy and will engage themselves
more actively in the learning process. Moreover, when the teacher shows that his/her
expectations are put on students‟ abilities, they are more likely to reach higher levels
of achievement and feel more confident. Learners tend to perform at the level that is
consistent with the teacher‟s belief and expectations.
Besides, the teacher‟s teaching techniques and activities are of great impact on
learners‟ motivation. Without proper techniques and activities in the learning
process, learners could be left in confusion and boredom while dealing with the
subject matter. That is why the teacher should invest more time and efforts in
designing and processing teaching materials as well as in finding out appropriate
techniques and activities that can best facilitate learners in their learning.
Last but not least, the teacher also needs to be clearly aware of learners‟ needs, their
motivation and their purposes of their learning. A good teacher should be the one
who is capable of pulling the student and the lesson closely together.

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1.1.4.4. Learning materials
One of the most important factors that influence the learner‟s motivation is learning
materials. Interesting, relevant, and carefully-designed materials will surely more
motivate students in learning the subject matter. For example, students will easily

his/her efforts towards achieving them.
 Perseverance: the learner consistently invests a high level of efforts in
learning, and is not discouraged by setbacks or apparently the lack of
progress.
 Tolerance of ambiguity: the learner is not frustrated by a temporary lack of
understanding; he/she should think it will come clear later.
1.1.6. General strategies to motivate students in language teaching
It is undeniable that when the learner is motivated, he/she surely studies far better.
That is why the teacher is supposed to undertake strategies to enhance the motivation
of the learner. What comes next is some common motivation boosting strategies
suggested by different researchers:
Capitalize on students‟ existing needs.
According to Forsyth & McMillan (1991), students learn best when incentives for
learning in a classroom satisfy their own motives for enrolling in the course. Some of
the needs which students may bring to the classroom are the need to learn something
in order to complete a particular task or activity, the need to seek for new experience,
the need to perfect skills, the need to overcome challenges, the need to become
competent, the need to succeed and do well, the need to feel involved and to interact
with other people. Satisfying such needs itself is rewarding, and such rewards sustain
learning much more effectively than merely finishing the grades. Design
assignments, in-class activities, and discussion questions to address these types of
students‟ needs.

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Make students active participants in the learning process.
Students can learn by doing, making, writing, designing, creating, and solving. And
passivity dampens students‟ motivation and curiosity. Therefore, the teacher needs to
pose a set of questions. He/she ought never to tell students directly the knowledge
when questions can be used for self-discovery. In general, the teacher needs to
encourage students, to suggest approaches to a problem, or to guess the result of an

should encourage his/her students to focus on their continuing improvement, not just
on their grades in certain tests or examinations. Also the teacher must help students
self-evaluate their progress by encouraging them to critique their own performances,
to analyze their strengths, and to work on their weaknesses. For example, the teacher
might consider asking his/her students to summit their self-evaluation forms of one
or two assignments.
Tell students what they need to do to gain success in your course.
The teacher should never let his/her students struggle to figure out what is expected
from them. He/she must reassure the requirements for students to succeed in the
course. The teacher ought to say something to the effect that “if you can handle the
examples on these problems sheets, you can pass the exam. People who may have
trouble with these examples can freely ask me for extra support”. Or instead of
saying such things as “you‟re way behind,” just tell them, “here is one way you could
go about learning the material, how can I help you?”
Strengthen students‟ self-motivation.
The teacher should try to avoid using messages that reinforce his/her power as an
instructor or those emphasize extrinsic rewards. For example, instead of employing
such expressions as “I require”, “you must”, “you should”, the teacher should use “I
think you will find…”, or “I‟ll be interested in your reaction”. Also try to avoid
creating intense competitions among students. Competitions sometimes produce

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anxiety, which definitely interferes with the learning process. Besides, reduce
students‟ tendency to compare themselves with the others. From Bligh (1971),
students are more favorable to the teaching methods when they work co-operatively
in groups rather than competitive individuals. Last but not least, refrain from public
criticism of students‟ performances and from comments and activities that make
students be against each other.
Avoid creating intense competition among students
Competition produces anxiety, which can interfere with learning. Reduce students'

Variety in teaching methodology will reawake students‟ involvement in the course
and motivation. The teacher should break the routines by incorporating a variety of
brainstorming, discussions, demonstrations, case studies, audio-visual presentations,
guest speakers, or group work, etc. The students‟ feedback should be given as soon
as possible. Return tests and papers promptly and reward success publicly and
immediately. Besides, the teacher really ought to give students indications of how
well they have done and how to improve their performances. Rewards can be as
simple as a saying that “your response is good” together with the explanation why
you say so.
1.1.7. Maintaining and protecting the students’ motivation
Dornyei (2001) states that unless motivation is actively maintained and protected
during the actional phase of the motivational process – that is when action has
commenced and well on the way – the natural tendency to lose sight of the goal, to
get tired or bored of the activity and to give way to attractive dissatisfaction or
competing action tendencies will result in the initial motivation gradually petering
out. Therefore, an effective motivational repertoire should include motivation
maintenance strategies that can help prevent this from happening. He suggests five
areas that appear to be particularly relevant for classroom application:
 Setting „proximal sub-goals‟
 Improving the quality of the learning experience
 Increasing the learners‟ self-confidence

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 Creating learner autonomy
 Promoting self-motivating learner strategies
Setting „proximal sub-goals‟
Individual goal setting is one of the most effective methods to enable students to
experience a sense of control over their learning and perceive themselves as
mastering material while incorporating their own interests. It is particularly relevant
to language learning because the ultimate purpose of this prolonged process – to

motivationally conscious teaching practice:
 Increasing the intrinsic enjoyment of participating in learning tasks
o This is probably the best-known motivational dimension of classroom
teaching, and many practitioners would simply equate the adjective
„motivating‟ with „interesting‟. Accordingly, a great number of
recommendations have been made in literature as to how to promote
this intrinsic quality dimension, ranging from making the tasks varied
and challenging to including novel elements and relating the content
of the task to the learners‟ natural interests.
 Enhancing the learners‟ social image
o Maintaining face is a central concern for most school children and
students: for them school/ university is the most important social
arena and their peers are their main reference group. Therefore, they
will feel ill at ease doing tasks (no matter how conductive those are to
learning) that put them in a situation where they are made to look
small in front of their contemporaries. Thus, providing opportunities
for everybody to play protagonist‟s role in one way or another (e.eg.
by creating situations in which students can demonstrate their
particular strengths) is an effective method of making a person feel
good about the course and the role he/ she plays in it. Similarly, the
learners‟ social image can be enhanced by avoiding criticisms and