SÁNG KIẾN KINH NGHIỆM

ĐỀ TÀI:
"ĐỘNG CƠ CỦA HỌC SINH, THÁI ĐỘ CỦA CHA MẸ ẢNH
HƯỞNG ĐẾN VIỆC HỌC TIẾNG ANH CỦA CÁC EM HỌC SINH
TRƯỜNG THPT"

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CHAPTER 1: INTRODUCTION
This introductory chapter provides three parts: the reason for choosing the topic, the aims
of the study, the scope and significance of the study.
1.1 Reasons for choosing the topic
The study of motivation in second language acquisition (SLA) has become an important
research topic with the development of socio-educational model on second language (L2)
motivation (Gardner & Lambert, 1972; Gardner, 1985; Gardner & MacIntyre, 1993;
Tremblay & Gardner, 1995). According to Gardner and Lambert (1972), motivation to
learn an L2 is grounded in positive attitudes toward the L2 community and in a desire to
communicate with valued members of that community and become similar to them. This
desire is integrative orientation, which is a support for language learning, while an
instrumental orientation is associated with the desire to learn L2 for pragmatic gains such
as getting a better job or higher salary (Dornyei, 2001; Gardner & Lambert, 1972).
L2 motivation is indeed a prerequisite condition for the success of L2 learners like food
for the brain. Successful language learning can only take place if the learner has goals
and an inner drive to achieve these goals (Crookes & Schmidt, 1991). L2 motivation can
be seen as a desire to study the foreign language to understand and use the language that
learners are learning and to serve their purposes. For example, motivation in learning
English as a foreign language (EFL) involves a student’s desire to participate in the
English learning process (Gardner, 1985). Without L2 motivation, learners would feel
bored, and then they just learn to pass the exams or please their parents (Krashen, 1982).

have given due attention to this subject. Unfortunately, no effort so far has been spent on

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exploring this aspect of learning as well as the attitudes of the parents towards their
children’s English learning. Obviously, an investigation into this area will bring about the
information needed to gain an insight into how students in those less advantageous areas
are driven toward the most important language in today’s globalization context, how their
parents feel toward the subject and how these two aspects are inter-related.
1.2 Aims of the Study
The study aimed at investigating the level of student motivation and their parent’
attitudes and involvement in their English learning at DQH Senior High School.
1.3 Scope and Significance of the Study
The study was conducted at DQH Senior High School in Vangiang district, Hung Yen
province.
The study focused on examining student motivation in the language that they are
learning: English and their parents’ attitudes and involvement in their English learning. It
is expected to provide deeper understanding of how students in less advantageous areas
in Vietnam feel toward the language and what kind of motivation is stronger. It is also
intended to draw a picture, though far from comprehensive, on how parents in those
districts are involved in their children language learning. From all this implications on
how to better motivate the students, how to maximize parents’ support, how to initiate
and sustain parents’ engagement could be drawn.
The study certainly had practical value for teachers teaching English in DQH Senior High
School in particular, and for any researchers who would like to improve language
teaching as well as learning in general. Knowing the factors affecting student motivation
would assist the search for better teaching and learning process.

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about the cultural community of the target language (TL) or to assimilate to some degree
in the target community (Gardner, 1985). Moreover, integrative motivation refers to a
desire to increase the affiliation with the target community. Integrative motivation is
characterized by the learner's positive attitudes towards the TL group and the desire to
integrate into the TL community (Gardner, 1982; Gardner, 1985). In this sense, the
student with integrative motivation likes to learn the TL as he wants to know more about
its culture and people.
In addition, integrative motivation is a key component in assisting the learner to develop
some level of proficiency in the language. When someone becomes a resident in a new
community that uses the TL in social interactions, it becomes a necessity to operate
socially in the community and become one of its members. It is also theorized that
integrative motivation underlies successful acquisition of a native like pronunciation
(Finegan, 1999). It is thought that students who are most successful in learning a TL are
those who like the people that speak the language, admire the culture and have a desire to
become familiar with or even integrate into the society in which the language is used
(Falk, 1978).
In EFL setting such as Vietnam, especially in small, quiet towns, where there are very
few English speakers and the exposure to English cultures is very low, it is important to
consider the actual meaning of the term "integrative." As Benson (1991) suggests, a more
appropriate approach to the concept of integrative motivation in the EFL context would
be the idea that it represents the desire of the individual to become bilingual, while at the

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same time becoming bicultural. This occurs through the addition of another language and
culture to the learner's own cultural identity. As Vietnam is predominantly a monoculture
society, opportunities to use the TL in daily verbal exchanges are relatively restricted,
especially in the countryside where foreigners rarely appear. Hence, there is limited
potential for integrating into the TL community. It could be anticipated that the

& Lambert, 1972).; Hudson, 2000; Verma, 2005).
Without motivation, success will be hard to achieve (Ushioda, 2000). Motivation
provides the primary impetus to begin learning a second/foreign language and to sustain
the long and difficult learning process (Brown, 2000; Ely, 1986; Gardner, 1985; Gardner
& Lambert, 1972; Nunan, 2000; Nunan & Lamb, 1996; Oxford & Shearin, 1994;
Scarcella & Oxford, 1992; Williams & Burden, 1997). The role of orientation can help
arouse motivation and direct it towards a set of goals, with either a strong interpersonal
quality (integrative motivation) or a strong practical quality (instrumental motivation)
(Dornyei, 2001). Studies in the psychology of learning affirm that without motivation
little can be learned (Williams & Burden, 1997). Additionally, numerous research studies
on L2 motivation reveal that, in general, motivation enhances SLA; learners ranking high
on integrative motivation work harder and learn faster than those who are low on
integrative motivation (Clement et al., 1994; Gardner, 1985; Gardner & MacIntyre, 1991;
Tremblay & Gardner, 1995; Liu, 2007, etc.). Therefore, integrative and instrumental
orientations or intrinsic and extrinsic motivations contribute to the learning of an L2.
Nevertheless, as to which one is more important varies from context to context. Likewise,
students in different contexts may be motivated to learn an L2 by different orientations.

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This is why the issue is still worth further exploration in situations with different groups
of learners.
It is worth noting that L2 motivation is recognized as one of the prerequisites for
successful language learning. Motivation is “a very important, if not the most important
factor in language learning” (Van Lier, 1996) without which even “gifted” individuals
cannot accomplish long-term goals, whatever the curriculum and whoever the teacher.
Instrumental motivation as a contributing factor to learners’ effort and success in SLA:
“the greater the value that individuals attach to the accomplishment of or involvement in
the activity, the more highly motivated they will be to engage in it initially, and later to

English has been the means of instruction since the third grade. In the study, Gardner and
Lambert (1972) concluded that those students who were instrumentally motivated and
received support in their homes succeeded in English language development more than
those students who were not instrumentally oriented. Nevertheless, those students who
identified with the foreign language culture and language seemed to be in a position of
advantage in the language acquisition process. Finally, and most important, Gardner and
Lambert (1972) concluded that in the foreign language setting, teachers and
administrators should try to help students develop integrative motivation toward the
foreign language and its culture. In L2 setting, it is of fundamental importance to help
students develop both instrumental and instrumental motivations.
Man-Fat’s (2004) study focused on the relationship between integrative motivation and
L2 achievement among Chinese L2 learners in Hong Kong. The respondents of the study
included 41 students at St. Francis Xavier's College (SFXC). SFXC is a boys' school in

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Hong Kong with Chinese secondary students aged from 12 to 18. The data collection
instruments used in the study were a questionnaire adapted from Gardner's
Attitude/Motivation Test Battery (AMI) (Gardner, 1985) and a semi-structured interview.
The findings revealed that instrumental goals, especially future career development and
meeting more varied people with career-related purposes are more important than
integrative goals such as appreciating British arts and literature. In addition to high
instrumental motivation, the findings of the study showed that integrative was also
important to the respondents.
Liu (2007) conducted a research study on Chinese students’ motivation to learn English
at the Tertiary Level. The purpose of the study was to investigate Chinese students’
attitudes towards and motivation to learn English and the correlations of the said
variables with the students’ English proficiency. The subjects included 202 third-year
non-English majors (51 females and 151 males) in six classes in a southern university in

parent watches over the child and makes sure he does his homework, encourages him to
do and in general reinforces his successes. Gardner (1968) also believes it is safe to
assume differences in the extent to which parents vary in this encouragement function
would have some influence on the child’s performance in any learning situation. On the
contrary, the passive role is more subtle, and Gardner (1968) thinks it is more important,
primarily because the parent would probably be unaware of it. By the subtle role, Gardner
(1968) means the attitudes of the parent toward the community whose language the child

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is learning. He believes these attitudes are important because they influence the child’s
attitudes and motivation.
To contrast these roles, Gardner (1968) explains that if an English speaking parent might
actively encourage a child to learn French, he may stress the importance of doing well in
that course, and might see that the child does his homework, and so forth. In this case, he
might be perceived as actually helping the child. This is the active role. However, this
same parent might hold positive or negative attitudes toward the target community. To
the extent that he holds negative attitudes toward the target community, he may be
undermining his active role by transferring to the child negative attitude towards the
target community whose language the child is learning (Gardner, 1968).
Therefore, like teachers, it is believed that parents can have remarkable impact on
students’ motivation to learn at school and at home as well. Webb and Palinscar (1996)
emphasizes the critical role of parents like teachers that can influence students’
motivation and engagement in class. Parents are considered to play a more critical role in
their child’ SLA (Gardner, 1960; Gardner & Lambert, 1972). Specifically, support from
home is very important for students’ motivation to learn a second language. If parents
value both the native language and English, communicate with their children in
whichever language is most comfortable, and show support for and interest in their
children’s progress, the children will definitely be more motivated to learn the L2

peers, also play a major role in affecting students’ motivation to learn as parents’
support is the main reference point reinforcing students’ goals during their process of
learning.

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In conclusion, parents should be assumed that they are concerned and competent people;
they are making their best efforts for the good of their children; they have to contend with
pressure and responsibilities; and they need support in their efforts toward problem
solving (Wlodkowski & Jaynes, 1990).
2.3 Studies into parental attitudes and involvement in children’s language learning
2.3.1 Parental attitudes in children’s language learning
Motivation in L2 learning has been a research topic of great interest to researchers and
educators for years. There have been various research projects done in this aspect (e.g.
Gardner & Lambert, 1959; Gardner, 1960; Gardner & Feenstra, 1968; Gardner &
Lambert, 1972, etc.). Moreover, several research studies conducted in recent years
(Madileng, 2007; Liu, 2007; Sung & Padilla, 1998; Wong, 2005) demonstrate how much
motivation influences student in L2 learning and some emphasize the role of parents in
student’s SLA.
In their first studies, Gardner and Lambert (1959), and Gardner (1960) investigated
English-speaking high school students who were taking French lesson in Montreal in
terms of language-learning aptitude, verbal intelligence, attitude toward the French
community and intensity of motivation to study French. Moreover, Gardner (1960) found
that those students with integrative motivation to study French, had parents who also had
an integrative motivation toward the French community. In this respect, Gardner (1960)
concluded that the students’ integrative motivation depended on the family’s attitudes.
Related to the topic of the previous study, Gardner and Feenstra (1968) investigated
parental influence on students of French in Ontario. Basing on the result of their research,
Gardner and Feenstra (1968) confirmed the result of Gardner’s previous studies. Those

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study than were older students. Besides, younger students perceived their parents as more
involved in their language study than did high school students. The findings further
showed that elementary school parents had positive attitudes toward L2 and were more
motivated in the child’s language learning than were parents of high school students. It is
important to note that the students in this study made no distinction between instrumental
and integrative motives for learning a foreign language. Students here had the right to
choose the language they liked to learn.
Another recent research project carried out by Madileng (2007) with an empirical
investigation in the relationship between motivation and English second language
proficiency when English was viewed as a medium of instruction. The respondents of the
study were 52 first year students at the Ekurhuleni West College of the ALberton campus
registered for Business Studies. A questionnaire and a language proficiency test were
used for the data collection. The results of the study proved that parental support were
generally low and never went above 25.6% and that the students who got the least
parental support were low performers.
In brief, parental attitudes towards their child’s language learning play a vital and crucial
role in the development of SLA. More specifically, when children are receiving frequent
encouragement from their parents, they would be more motivated to learn the language;
as a result, they would put more effort to learn it. To some extent, they would even be
willing to study it. In other words, parents’ attitudes can shape their children’ motivation
to learn the language and parental involvement holds a more significant part in
maintaining their children’s motivation. The latter issue is reviewed in the following
section.

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to learn English and English attainment. The respondents included 50 students. The tools
for gathering information were a questionnaire and an English Attainment Test. The
findings revealed that peer is the most influential factor affecting students’ motivation to
learn while parents play the least significant role and that parental guidance was not
sufficient during students’ process of learning English. Wong (2005) further explained
most parents in this study were working class, their educational level might not be
sufficient to solve their children’s English problems and sometimes the family income
could barely support the expenses of the whole family making it difficult for the parents
to care for their children’s studying as well as English learning. Therefore, parents’
education and financial status were the foremost problems, which indirectly devastated
students’ learning motivation.
2.3.2.2 Parents’ educational background
The parents’ level of education also determines their levels of aspirations for their
children, parental involvement in the education of their children and the family value
systems. With this respect, children of highly educated parents benefit more from
education as their parents are able to assist more in their learning. Such children can
make more progress than those who are not fully supported by their parents due to poor
educational backgrounds (Driessen, Vander Slik, & De Bot, 2002).
What is more important, parental involvement entails their assistance in high scholastic
achievement, offering academic guidance and provision of resources on school related

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tasks and managing and emphasizing educational activities of their children rather than
pleasurable things like TV programs, choice of books and magazines (Ferhmann et al.,
1987 as cited in Mahlobo, 1999). This means that expression of affection and interest in
the child’s academic and personal growth, effective value systems, family practices,
parental beliefs and attitudes toward education can contribute to promote motivation and
positive self-concept. In contrast, when parents cannot speak or understand English, the

parents should also play a prominent role in the education of their children
2.4 Summary
All this suggests that an investigation into parents’ role in promoting children’s
motivation needs to consider both aspects and their manifestations. In this chapter, the
general information about motivation in L2 learning was explored. First, the definition of
motivation, types and roles of motivation were reviewed through previous studies.
Second, role of parents in generating children’s motivation in language learning was also
reviewed through numerous research projects. All these were helpful because they
provide the background knowledge of the present research study.

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CHAPTER 3: METHODOLOGY
This chapter consists of four main sections. Section 3.1 provides details on the data
collection instruments. Section 3.2 describes the subjects participating in the study. The
procedures and the setting are presented in the next two sections respectively and the last
one is the data analysis.
3.1 Data Collection Instruments
To have the answers to the research questions, information was elicited from parent and
student questionnaires.
3.1.1 Questionnaires
A questionnaire is usually considered the most appropriate research instrument for
gathering information concerning the attitudes of the respondents. There are three reasons
for this (Gillham, 2000). First, a questionnaire is confidential and the respondents can
remain anonymous. Second, a questionnaire is easy to administer, enabling the researcher
to survey a large number of respondents. Third, in many cases the respondents can
complete the questionnaire when it suits them. These advantages have encouraged the use
of questionnaires in this research, which made use of a relatively large number of
participants.

language learning, the subject of each statement is “my parents” instead of “I”. In
addition, as mentioned in section B, “English”, which refers to the language that students
are learning at school, replaced “French” in Gardner’s (1985) study. The original item of
Gardner’s (1985) “My parents feel that because we live in Canada, I should learn

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French” was changed to the statement “My parents feel that because we live in the
countryside, I do not need to learn English”. Other items were added considering the
characteristics of DQH students. For example, “My parents give me anything that I need
to study English well”.
Finally, it is worth noting that the student questionnaire was translated into Vietnamese to
ensure better comprehension.
3.1.1.2 Parent questionnaire (Appendix B1)
The purpose of this questionnaire was to specify the attitudes and involvement of parents
in their children’s English learning. The questionnaire was translated into Vietnamese too
because virtually all the parents were observed to be unable to use English. The parent
questionnaire includes 12 questions, which were identical to those in Section C of the
student questionnaire.
Question 1 elicits information about parents’ feeling about their children’s need to learn
English.
Questions 2, 8 and 9 seek information about parents’ encouragement in their children’s
learning English, e.g. ask them to watch English television programs and/or listen to
English radio programs.
Question 3 is to ask the parents if they believe English should spend more time studying
English.
Questions 4 and 5 are to record parents’ beliefs in the importance of English in general
and after graduation in particular.
Questions 6, 7, 11 are designed to collect information about how parents help their