HANOI PEDAGOGICAL UNIVERSITY 2
FACULTY OF FOREIGN LANGUAGES
= = == = =

CAO THI VAN ANH

A STUDY ON FACTORS AFFECTING FIRST-YEAR
ENGLISH MAJOR STUDENTS’ MOTIVATION IN ENGLISH
SPEAKING CLASSES AT HANOI PEDAGOGICAL UNIVERSITY 2

(SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF
THE DEGREE OF BACHELOR OF PEDAGOGY IN ENGLISH)

Field: English Language Teaching

Hanoi, May 2019


HANOI PEDAGOGICAL UNIVERSITY 2
FACULTY OF FOREIGN LANGUAGES
= = == = =

CAO THI VAN ANH

A CASE STUDY ON FACTORS AFFECTING FIRST-YEAR
ENGLISH MAJOR STUDENTS’ MOTIVATION IN ENGLISH
SPEAKING CLASSES AT HANOI PEDAGOGICAL UNIVERSITY 2

(SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF
THE DEGREE OF BACHELOR OF PEDAGOGY IN ENGLISH)


Nguyen Thi Minh Phuong, M.A

Dr. William H. Salazar, Ed.D

i


ACKNOWLEDGMENT

In the completion of this thesis, first of all, I would like to express my
gratitude to my supervisors, Ms Nguyen Thi Minh Phuong, M.A who taught me
how to organize my thesis and Dr. William H. Salazar, Ed.D who helped me
organize my ideas and how to edit my paper for their experience, guidance,
stimulating suggestions and encouragement throughout my research.
Additionally, I would like to convey my deepest thanks to the lecturers in the
Faculty of Foreign Languages for their advice and assistance in introducing me
many reference materials related to this research project.
I am especially indebted to 50 first-year English major students at Hanoi
Pedagogical University 2 for their participation into my study.
Last but not least, I owe my special thanks to my loving parents, my younger
brother and my dear friends who offered me their love, care, support and
encouragement so that I could accomplish my study.

Hanoi, May 2019

ii


ABSTRACT
Motivation is one of the most vital factors determining the success or failure


LIST OF ABBREVIATIONS

HPU2

Hanoi Pedagogical University 2

FFL

Faculty of Foreign Languages

L2

Second language

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LIST OF TABLES AND CHARTS

LIST OF TABLES
Table 1: Demographics of the participants ..............................................................22
Table 2: Student – related factors .............................................................................23
Table 3: Lecturer – related factors ...........................................................................26
Table 4 : Classroom – related factors ......................................................................29
Table 5 : Course book – related factors ...................................................................31
Table 6: The comparison among four factors ...........................................................33

LIST OF CHARTS
Chart 1: Student – related factors .............................................................................23

1.2.1.2. Types of Classroom Speaking Performance ................................................ 10
3.2. Motivation in Speaking Classroom .................................................................... 10
3.2.1. Factors Demotivate Students to Speak in Classes .......................................... 10
3.2.2. Some Conditions for Effective Motivation in Speaking Classroom ............... 11
1.3. Factors Affecting Motivation in L2 Learning .................................................... 12
1.3.1. Dornyei‟s Extended Motivational Framework ............................................... 12
1.3.2. Williams and Burden‟s Framework of the L2 Motivation .............................. 12
1.3.3. Factors Affecting Students‟ Motivation in Learning L2 ................................. 13
1.3.3.1. Student – related Factors .............................................................................. 13
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1.3.3.2. Lecturer – related Factors............................................................................. 14
1.3.3.3. Classroom – related Factors ......................................................................... 15
1.3.3.4. Course book – related Factors ...................................................................... 15
1.3.4. Previous Studies on Factors Affecting Students‟ Motivation in L2
Speaking Class .......................................................................................................... 15
CHAPTER TWO: RESEARCH METHODOLOGY ............................................... 17
2.1. Description and Context of the Study ................................................................ 17
Participants ................................................................................................................ 17
2.2. Data Collection Instruments:.............................................................................. 18
2.2.1. Survey Questionnaire for Students (Appendix A) .......................................... 18
2.2.2. Interview for Lecturers and Students (Appendix B) ....................................... 19
2.2.3. Classroom Observation (Appendix C) ............................................................ 19
2.4. Data Analysis ..................................................................................................... 20
CHAPTER THREE: RESULTS AND DISCUSSION ............................................. 22
3.1. Results ................................................................................................................ 22
3.1.1. Results of Survey Questionnaire, Interviews and Classroom
Observations about Factors Affecting the First-year English Major Students‟
Motivation in English Speaking Classes ................................................................... 22

aims of the study, research questions, scope of the study and methods of the study.
The significance of the study and the outline of the study are also presented.
1. RATIONALE
With the globalization trend, English has emerged as a crucial
communication language in Vietnam. Many English-speaking foreigners from many
countries have begun coming and investing in Vietnam. This has prompted
Vietnamese citizens to learn English to communicate efficiently with their foreign
counterparts. Moreover, the importance of English was immediately recognized by
the Vietnamese government and English is taught as a compulsory subject in
primary, secondary, high schools and universities in Vietnam.
English in the modern world plays a very important role in exchanging and
seeking information, for each individual, it has different levels of need. However,
Vietnamese students are facing many opportunities and challenges in the
transitional period of a “developing” globalized Vietnamese society and the
cultivation of English sources is the key to gain educational and career success.
Fluent communication in English will give English learners an advantage in the
competitive job market.
In Vietnam, English language teaching at secondary and high schools
focuses mainly on grammar, vocabulary and sentence structure. In a teaching
format, conversational English is not usually taught because learning and teaching
English is mainly based on testing, with the exams focusing mainly on grammar.
Primary through high school curriculums in many schools focus on preparing
students to pass their entrance exam to the next level, therefore, teachers only teach
the necessary things which help their students to pass the exams; and unfortunately
do not focus on developing students‟ speaking skills. This is one of the reason why
students lose motivation because English is just a subject at school; and is not part
of their lives. Many students fail to understand the significance of the ability to
speak English fluently. At the university level, students who are motivated to
enhance their English speaking skills can pursue a Bachelor of Arts in English or a
Bachelor of English. After graduating, they can be lecturers of English or

factors, lecturer – related factors, classroom – related factors and course book –
related factors) affecting first-year English major students' motivation in English
speaking classes
- Comparing the levels of effect on these motivational factors

2


3. RESEARCH QUESTIONS
To achieve the research objectives mentioned above, the following research
questions were designed for exploration:
1. How do these four factors (student – related factors, lecturer – related
factors, classroom – related factors and course book – related factors) affect firstyear English major students in English speaking classes at HPU2?
2. What is the comparison among these four factors?
4. METHOD OF THE STUDY
To achieve the objectives of the study, the following research instruments
were used to collect data:
1. Student survey questionnaire
2. Interview (lecturers and students)
3. Classroom observation
Survey questionnaires were used to collect demographic information from
students. In addition, to make the data collected more reliable and authentic, two
following instruments were also applied: interviews with lecturers and students and
classroom observations to find out students and lecturers‟ ideas about the four
factors affecting first-year English major students‟ motivation in English speaking
classes.
5. SCOPE OF THE STUDY
It is clear that motivation has a great impacts on students‟ English language
proficiency. However, this study just makes a limited insight in only a narrow area
– students‟ speaking skills; and focuses on this study of the 50 first-year English

them in speaking lessons.
3.2.2. Lecturer – related Factors
In view of the result and analysis of survey questionnaire, lecturer's good
relationship with students, and lecturer's humor, lecturer‟s positive comments and
lecturer‟s commitment got the moderate scores. Especially, lecturer‟s teaching
method and lecturer‟s enthusiasm are the highly motivated factors which affect
students‟ motivation in English speaking class. Furthermore, the data gathered from
lecturer interview strengthens the function of teaching method to students'
motivation. Students agree that they are interested in the speaking lesson if their
lecturer provides them various interesting and meaningful speaking exercises such

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as games, group discussion, presentation, or interview. These different activities
will give students more chances to identify with real circumstances, make
associations with their own concern, and connect profoundly with the speaking
topics in each lesson. Besides, the explanation and guidance are necessary to be
given before every task or exercise to make sure that all students are clear about the
task requirement.
With respect to lecturer's commitment to students' learning goals, both
lecturers and students demonstrate that a positive frame of mind to students'
mistakes will diminish students' stress and tension. Similarly, students feel free to
share their thoughts for the following times if they are respected for their
advancement.
In conclusion, to improve students' motivation in English speaking classes,
the two mentioned factors above should be used in teaching and learning.
3.2.3. Classroom – related Factors
As indicated by students, a positive and pleasant classroom atmosphere will
promote students' motivation in English speaking class. Interviewed lecturers

motivation to teach and study English effectively especially English speaking skills
based on the findings of the study and discuss some limitations of the study and
suggestions for future study.
1. Summary of the Study
In conclusion, this study aimed to explore the factors affecting the first-year
English major students‟ motivation in English speaking classes at HPU2. The
researcher focused on four main factors that included: student – related factor,
lecturer – related factor, classroom – related factor and course book – related factor
and had a limited investigation with these four factors. Through three important
instruments of the research project: student survey questionnaires, student and
lecturer interviews and classroom observations, an insight in each factor was
revealed. First and foremost, students – related factors containing student‟ interest
with speaking English, students‟ belief, students‟ confidence, students‟ learning
strategies, students‟ personality and students‟ intelligence/ aptitude were considered
as significant factors affecting students‟ motivation in English speaking. Moreover,
the results of the questionnaires, the interviews and the classroom observations
revealed two important factors on how lecturers influence students' motivation to
learn in class: (1) lecturer‟ teaching method and (2) lecturer‟s enthusiasm for his/
her subject. Furthermore, the study exhibited that a pleasant and positive learning
and teaching environment will also increase students‟ motivation. The last
motivating factor is about the course book used in English speaking class. Giving
familiar topics and providing necessary background knowledge for students before
each task or activity in speaking class are believed to be a effective strategy to
promote students‟ motivation and encourage them to actively participate during the
lesson.
2. Pedagogical Implications
Based on the results mentioned in chapter three, this part will present the
pedagogical implications of the investigation for improving motivation; including

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observing and helping students when they work in pairs, groups, or even work
individually; and always be willing to share anything they know when they are
asked; be friendly; always encourage students with rewards or praise; improve their
horizons about English and their pronunciation and have clear instructions before
each tasks in class.
Additionally, lecturers should create a pleasant teaching and learning
environment between lecturer and students with a perspective on reinforcing

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students' motivation in English speaking class. For instance, during the lesson,
lecturer should interact more with students by giving them sincere and supportive
feedback for their answers or performance; and spend some minutes to ask students
to share their opinions after each speaking task/ activity. According to students and
lecturers, the facilities in each speaking class seem inadequate. Each speaking class
should be supplied with a speaker, a projector and posters/ photos/ pictures related
to the lessons.
Last but not least, it is important that lecturers should pay attention to
students‟ ideas, presentations and performances and avoid interrupting students
whenever they speak or criticise students when they make mistakes. This will
definitely bring a pleasant learning environment. Because, it is obvious that when
students feel they are respected by lecturers, they will feel free to confidently share
their thoughts in English speaking classes.
3. Limitations of the Study
Although the researcher put a lot of considerable effort to investigate the
factors affecting the first-year English major students' motivation in English
speaking classes at HPU2 in this research, there are some limitations to this study.
First of all, this study was carried out with only 50 first-year English major
students and not all of first-year English major students at HPU2. So the number of

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PART 2. PLEASE TICK ONE OF THE FIVE POSSIBLE RESPONSES FOR
EACH STATEMENT ACCORDING TO THE LEVEL OF YOUR
AGREEMENT OR DISAGREEMENT WITH THAT ITEMS
(1)
(2)

Strongly Disagree (SD)
Disagree (D)

(3)
(4)

Neutral (N)
Agree (A)

(5)

Strongly Agree (SA)

1. Students – related Factors (A)
I feel motivated in English speaking class because:
SD

D

N

A

SA