SCHOOL, THANH HOA PROVINCE
(PHÁT TRIỂN ĐỘNG LỰC HỌC KỸ NĂNG ĐỌC HIỂU
TIẾNG ANH CỦA HỌC SINH TRƯỜNG
THPT THIỆU HÓA, TỈNH THANH HÓA)

M.A MINOR THESIS Field: English

Teaching Methodology
Code: 601410
Cohort: K18

Supervisor: Đỗ Bá Quý, MEd. HANOI, 2011 VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES



ABSTRACT

This study is an attempt to investigate factors affecting motivation in learning English
reading skill of the students at Thieu Hoa high school. The main purposes of the study are to
find out: types of motivation possessed by the students at Thieu Hoa high school, factors
affecting students’ motivation in learning English reading skill, activities and techniques
applied by teachers and students’ preference and then give some suggested solutions for
teachers to stimulate students to read and overcome the difficulties they face with in teaching
reading.
The study consists of three parts. Part A, the introduction, states the rationale, aims,
scopes, design and methods of the research. Part B, the development, is divided into three
chapters. Chapter 1 reviews theoretical background relating to motivation and reading.
Chapter 2 presents the methods used in the study including the setting of the study,
individuals participating in the study, instruments, data collection and data analysis. Chapter 3
shows the detailed results together with a comprehensive analysis on the data collected from
the survey questionnaires and the interview. Part C, the conclusion, presents the conclusions,
the study’s limitations and suggestions for further study.
The results of the study show that in learning English reading skill, most of the
students at Thieu Hoa high school appeared to possess a combination of both instrumental and
integrative motivation; however, the instrumental orientation is stronger than the integrative
one. Besides, the sudy reveals that the reading materials and the teachers are the most
important factors affecting the students’ motivation. Therefore, the researcher suggests two
strategies to develop the students’motivation namely developing the reading materials and
improving the teachers’ role. iv LIST OF TABLES AND CHARTS

I. LIST OF TABLES:
Table 1: Participants by age and gender……………………………………………………………17
Table 2: The students’ experience of learning English………… ……………….………………18
Table 3: The students’ reasons for learning reading skill……………………….……………… 18
Table 4: Activities used by the teachers…………………………………………………………… 25
Table 5: Technique used by the teachers…………………………………… … ……………….25
Table 6: The students’ preference for the techniques used by the teachers…………………….28
Table 7: The teachers’ opinions on the textbook……………………………………………… …30
Table 8: The students’ opinions on reading materials…………………………………………….31

II. LIST OF CHARTS
Chart 1: Types of students’ motivation in learning reading skill…………………….……….…20
Chart 2: The students’ interest in learning reading skill……………………………………… 21
Chart 3: Factors affecting students’ motivation in learning reading skill…………………….22
Chart 4: The students’ preference for activities used by the teachers……………………… 27
1.1.2.4. Resultative motivation 6
1.1.3. Roles of motivation in second language learning 7
1.2. Overview of reading 7
1.2.1. Definitions of reading 7
12.3. Roles of reading in foreign language learning 8
1.3. Motivation in learning reading 9
1.3.1. The importance of motivation in learning reading 9
1.3.2. Common factors affecting students’ motivation in learning reading skill 10
1.3.2.1. The students 10
1.3.2.2. The teachers 11
1.3.2.3. The reading materials 12
CHAPTER 2: METHODOLOGY 13
2.1. The setting of the study 13 vi

2.2. Individuals participating in the study 14
2.3. Instruments 14
2.4. Data collection 15
2.5. Data analysis 16
CHAPTER 3: DATA ANALYSIS, MAJOR FINDINGS AND SUGGESTIONS 17
3.1. Demographic information 17
3.2. Data analysis and major findings 18
3.2.1. The identification of students’ motivation 18
3.2.1.1. Types of students’ motivation 18
3.2.1.2. The students’ interest in learning reading skill 21
3.2.1.3. Factors affecting students’ motivation in learning reading skill 22
3.2.2. Activities, teaching aids and techniques used by the teachers and the students’
preference 24

and life as well as to develop other skills. However, many learners of English are not
interested in learning reading. They often think that reading is the least important skill as it
does not help learners directly in communicating. On the other hand, learners also
complain that reading always makes them feel bored and stressful. So, it can be concluded
that our students lack of motivation to read. In fact, motivation is one of the most important
factors affecting the result of learning English. Students with high motivation can learn a
foreign language better than those who do not. Therefore, one of the first duties of English
teachers is motivating their students to read.
Because of the above reason, I do my research on “Developing motivation in
learning English reading skill of students at Thieu Hoa high school, Thanh Hoa province”,
hoping to find out some solutions to better the current situation of teaching and learning
English reading skill and hoping to help English teachers and students in general and those
at Thieu Hoa high school in particular in their teaching and studying.
2. Aims of the study
The study is aimed at:
- Identifying types of motivation possessed by students at Thieu Hoa high school in
learning reading skill.

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- Studying factors affecting motivation in learning English reading skill of students at
Thieu Hoa high school.
- Finding out strategies to develop motivation of students in order to improve their results
of learning reading skill.
3. Research questions
The study was carried out in order to find out the answers to the following research
questions:
1. What are the types of motivation possessed by students at Thieu Hoa high school
in learning reading skill?
2. What are the factors affecting students’ motivation in learning English reading
skill?

teachers and students of English to gather the most reliable data for the thesis.
7. Design of the study
The study is organized in three parts:
Part A: Introduction presents the rationale, the aims of the study, the research
questions, the scope of the study, the significance of the study, the methods of the study
and the design of the study.
Part B: Development includes three chapters
Chapter 1: Literature review provides theoretical backgrounds for the study. Its
focus is on introducing important relevant concepts, discussions of issues and ideas on
theories for motivation, nature of reading and motivation in learning reading as well as
factors affecting motivation in learning reading.
Chapter 2: The methodology presents the methods used in the study including the
setting of the study, participants of the study, data collection instruments, data collection
and data analysis procedure.
Chapter 3: Data analysis, major findings and suggestions shows the detailed
results together with a comprehensive analysis on the data collected from the survey
questionnaires and the interview.
Part C: Conclusion presents the conclusions, the study’s limitations and the
suggestions for further study. 4
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW

In this chapter, the theoretical backgrounds for the study are provided. The chapter
focuses on introducing important relevant concepts, discussions of issues and ideas on
theories for motivation, nature of reading and motivation in learning reading as well as
factors affecting motivation in learning reading.


classifications of motivation, after all, the study based mainly on the distinction proposed
by Gardner and Lambert (1972).
1.1.2.1 Integrative vs. instrumental motivation
 Integrative motivation: In a pioneering study, Gardner and Lambert (1972: 132)
highlights “integrative motivation” which stresses “a sincere and personal interest in the
people and culture represented by the other group”. Gardner’s later socio-educational
model (1982) adds three aspects of student motivation: effort (time and drive), desire
(extent of language proficiency wished for) and effect (emotional reactions to language
study). Integrative motivation is the desire on the part of the student to feel an affinity with
the people, the society and the culture of the language that is learned, and is usually
referred to in the context of living in the target language community (Falk 1978, and
Finnegan, 1999).
 Instrumental motivation: Gardner and Lambert (1972: 132) also points out that
“instrumental motivation” which stresses “the practical value and advantages of learning a
new language”. Instrumental motivation concerns the practical and concrete rewards that
student’s desire (Hudson, 2000). This relates to achievement purposes for instance passing
an exam or getting a degree. A student’s opinion of a given language is significantly
shaped by its perceived usefulness and relevance to future career goals (Chambers, 1999).
1.1.2.2 Intrinsic vs. extrinsic motivation
Moore, K.D., (1992) separates motivation into two main categories: extrinsic
motivation and intrinsic motivation.
 Intrinsic motivation comes from within the student or from factors inherent in the
task being performed. For example, students who love to read are intrinsically motivated to
read - there is something about reading that they enjoy and that makes them want to do it
even if there is no "reward" for it.

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According to Moore (1992), “intrinsic motivation is what learners bring to learning
environment, that is, their internal attributes: attitudes, values, needs and personality
factors”. Ellis (1994) also states that intrinsic motivation “involves the arousal and

Ellis (1997) also concluded 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 to maintain existing motivation and even
create new types. Conversely, a vicious circle of low motivation = low achievement = low
motivation can develop’.
1.1.3 Roles of motivation in second language learning
Motivation in second language learning is a complex phenomenon which can be
defined in terms of two factors: Learners’ communicative needs and their attitudes towards
the second language community. If the learners need to speak the second languages in a
wide range of social situations or to fulfill professional ambitions, they will perceive the
communicative value of the second language and will therefore be motivated to acquire
proficiency in it. Likewise, if learners have favorable attitudes towards the speakers of the
languages, they will desire more contact with them.
According to many studies, motivation plays an important role in second language
learning. Motivation is strongly related to success in language learning. It is not only the
cause of success but it can also be the effect of success. Brown, H.D (1994) affirmed that a
learner will be successful with the proper motivation in learning. Rebeccal and Jill Sheorin
(1996:121) also point out “Motivation is important because it directly influences how often
students use second language learning strategies, how much students interact with native
speakers, how much input they receive in the language being learned, how well they do on
curriculum-related achievement tests, how high their general proficiency level becomes,
and how long they preserve and maintain second language skills after language study is
over”
Because of the important role of motivation in second language learning as
mentioned above, it is necessary for teachers to pay attention in developing both intrinsic
and extrinsic motivation for their students in learning.
1.2 Overview of reading
1.2.1 Definitions of reading
Most of us think of reading as a simple, passive process that involves reading
words in a linear fashion and internalizing their meaning one at a time. But reading is

determine the meaning of many new words from the context. Moreover, through reading
the learners will have really good chances to learn about the forms of grammatical
structures and how they are used in different situations.
Secondly, for learners of English as a second or foreign language, reading is a
really important because it brings learners with a wide range of interesting informations
about the country as well as the culture of the target language. Learning a language means

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learning a new culture.The information in the reading texts helps learners to understand the
ways of life, thoughts, beliefs, behaviors and other social aspects of the English people,
thus they can tackle the vocabulary, the grammar, and the background knowledge or cross-
cultural problems they often encouter now.
Thirdly, reading is a means to knowledge, not only about the target language but
perhaps more importantly about the world; it provides the learners with knowledge of
culture, grammar structures, and vocabulary so reading is seen as a basic skill to develop
speaking, listening and writing. When reading, learners get information, vocabulary and
grammar structure and use to speak, listen and write. In other words, reading provides
input knowledge for speaking, listening and writing.
In short, for many learners in an EFL context, where actual contact with the target
culture is limited, reading can be the major source of input. It helps learners get knowledge
of language and life as well as develop other skills.
1.3 Motivation in learning reading
1.3.1 The importance of motivation in learning reading
It can be clearly seen that reader’s motivation has an effect not only on the product
of comprehension but also upon the process of understanding. According to David (1999),
“motivation is one of the most important ingredients in skilled reading”. If we show no
interest in the text, it means that we do not want to read then the reading activity will
become a pressure to ourselves and even the reading process may not happen at all. In
reality, most of what we read such as books, magazines, advertisements, etc is what we
really want to read.

1.3.2.2 The teachers
No matter what level of motivation the students bring the classroom, it will be
transformed, for better or worse, by what happen in the classroom in which the teacher has
a significantly impact.
Firstly, the teachers should employ suitable techniques or methods of teaching to
help the students to develop their competence as readers during the reading lessons. The
teachers can help the students to get involved in dealing with the reading texts. A good and
suitable method of teaching can help the students find more easily to understand the
reading texts therefore they become more motivated to read. Moreover, the
teachers’activities and tasks are the key component to the students’ motivation in learning
reading skill.

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Secondly, the teachers play the key role in creating a good classroom environment.
This is a really inportant factor because classroom environments have a powerful effect on
the encouragement or discouragement of motivation to learn.
Thirdly, the teacher’s personality and attitude towards the students play a prime
role in affecting both student motivation and progress. Many educational researchers admit
that the teacher with warm, empathetic, sensitive, enthusiastic and humorous
characteristics would be more likely successful in teaching than the ones without those
characteristics. Those teachers, who are enthusiastic in teaching have a positive attitude to
the subject and the students, would be capable of keeping students interested in reading.
The teachers can raise the students’ love for reading by their rapport with the students,
their personality themselves because they are the ones of students’ respect and can affect
them a great deal.
Finally, the way the teacher assesses and evaluates the students’ progress also
influences their motivation in learning the subject. The teacher should not compare the
performance of a student to that of the others but encourage and create a supportive
environment for them to put more effort. It is advisable to evaluate their progress with
themselves in order to make them more self – confident and motivated.

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CHAPTER 2: METHODOLOGY

This chapter presents the methods used in the study including the setting of the
study, participants of the study, data collection instruments, data collection and data
analysis procedure.

2.1 The setting of the study
The study was conducted at Thieu Hoa high school, Thanh Hoa province. For about
20 recent years, English has been a compulsory subject and also the only foreign language
at the school. All of the students of Thieu Hoa high school had at least four years learning
English at secondary schools. They have to learn English for three more years at high
school before taking part in the general education exam at the end of grade 12. Although
the school is located at the town of Thieu Hoa district, Thanh Hoa province, the students
have not many chances to approach English language except reading their textbooks and

2.3.1 Instrument one: Questionnaire for the teachers
The survey questionnaire completed by the teachers included three parts. The first
part was about the teachers’ demographic information which included the teachers’ gender,
age, and the number of years they had been teaching English and teaching reading skill.
The second part consisted of six questions. It was designed to elicit the teachers’ opinions
about teaching reading subject and what they had done to motivate their students to read.
The last part (question 7, 8) was about the teachers' comments on the textbook, and their
suggestions to improve it.
2.3.2 Instrument two: Questionnaire for the students
Two main parts were focused in the questionnaire. The first part was about the
students’ demographic information which included the students’ gender, age, the number
of years they had been learning English. The second part was designed to elicit the
students’ opinions about the reading subject. It consisted of eight questions, four of which
were closed and four of which were open - ended. The first three questions 1, 2 and 3 dealt
with the students’ attitudes towards reading English, questions 4, 5 mentioned the ways the
teachers often do to motivate students in learning reading and students’ opinions about that

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ways. The students’ opinion about current reading materials in class and preferences for
types of exercise of the reading material were the focused of questions 6, 7, and 8. Due to
these ideas, the research can recommend some ways to help the teachers motivate their
students in learning reading.
2.3.3. Instrument three: Interviews
Survey questionnaires were used as the main instruments in this study. However,
the using of questionnaires also has some limitations: The answers may be simple and
superficial, the respondents are unreliable and motivated, and may face with literacy
problems, the researchers may have little or no opportunity to correct the respondents’
mistakes and hallo effect (which concerns the human tendency to over generalize)….
(Dornyei, Z. 2005: 10- 13). This is true for the study of motivation, which is an abstract,
attitudinal concept. Therefore, the interviews were carried out with six participants in a

The data collected from different sources were inspected, cleaned, transformed, and
modeled with the goal of highlighting useful information, suggesting conclusions, and
supporting decision making. The observational field-notes and the interview transcription
will be jotted down. They will be generated and analyzed by the researcher alone to avoid
inconsistency or possible biases and then displayed in forms of charts, tables and figures.
A series of analytical categories from the statements was also conducted in order to
quantify the open-ended questions from the questionnaires.
In short, in this chapter, the methodology of the study has been displayed as the
guidelines for the researcher to follow during the implementation of the study. In the next
chapter, the analysis of the data and the findings will be identified in detail.
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CHAPTER 3: DATA ANALYSIS, MAJOR FINDINGS AND
SUGGESTIONS

In this chapter the detailed results together with a comprehensive analysis of the
data collected from the survey questionnaires and the interview are presented. After that,
based on the results of the data analysis, the researcher suggests some strategies to develop
the students’ motivation in learning reading skill.

3.1 Demographic information
The total number of students participated in the study was 115 of which 62 students
(53.9%) are female and 53 students (46.1%) are male. The majority is aged 17 (113
students, about 98.3%), only two students are aged 18 because they started their study at
primary school one year later than the others.

had 8 or 9 years of learning English. The others had experience of 6 or 7 years in learning
English. The students’ experience of learning English is briefly summarized in table 2.

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Table 2: The students’ experience of learning English Years of learning English
5
6-7
8-9
Number of students
87
24
4
Percentage
75.7%
20.8%
3.5%

Among seven teachers participated in the study, there were only two male teachers.
The teachers’ ages ranged from 28 to 55. Their experience in teaching English varied from
7 to 30 years. All of them had been teaching both the old and the new sets of English
textbooks so they had many experience in teaching reading
3.2 Data analysis and major findings
3.2.1 The identification of students’ motivation
3.2.1.1 Types of students’ motivation
The data obtained from the questionnaire for students will be analyzed to find out
the answer to the research question one: “What are the types of motivation possessed by
students at Thieu Hoa high school in learning reading skill?”