1. INTRODUCTION
1.1. Rational
In Vietnam, English has become a compulsory subject from Primary
Three in Vietnam since 2010 and is gradually being introduced even earlier
into the curriculum in many schools. This highlights the official importance of
English in both education and society. Nevertheless, students who are
generally weak in English language learning were found in many parts of the
countries especially in the mountainous areas.
Ha Van Mao high school is one of the highschools locating in Ba Thuoc
district that is in the poor religion with special difficulties in Thanh Hoa
Province. According to a survey of result of English in the National
Examination, I have conducted in this school for many years, the number of
student choosing English as a subject to offer for university is few. Morever,
students score very low in English. The average mark they get is only under
mark 2. Most students only hope to get mark above 1 to pass the exam.
Many factors contribute to these problems and lack of motivation on
the part of learners or demotivated learners is one of the most common
problems faced by the teachers which affects both teachers and learners in
negative way. The importance of motivation in English learning process in the
classroom has always been recognized and recommended. Without motivation
in classroom, students can not achieve the goal of learning foreign language
like English. Moever, according to Ellis (1994), "Tapping into motivation is
crucial for language teachers because we know that motivation is one of the
key factors driving language learning success". Therefore, the teacher has the
central role in this crucial aspect of foreign language teaching and learning
processes..
As an English teacher, I myself had to face various problems of
demotivation among Ha Van Mao highschool learners. The thought of what
strategies and techniques can be utilized to motivate the learners to learn
English, what we can do to better the quality of learning English at HaVan
Mao highschool led me to choose the topic for my thesis namely “Some

Class observation
1.5. New aspect of the study
 This study finds out the importance of motivation which direct affects
to students' English learning at Ha Van Mao highschool that has not
been caried out before.
 The suggested solutions linking real situation have been applied and
have shown their effectiveness
2. CONTENT
2.1. Theoretical background
“Many of us believe that learners have certain characteristics which
lead to more or less successful language learning”, (Lightbown, P.M & Spada,
N. 1999). There are many factors affecting language learning of the learners.
Spolsky, B. (1998) shows us many other factors: attitude, intelligence,
aptitude, learning strategies, personality, material, motivation, memory,
training strategies, social context.
According to ZHANGHAO: "only need motivation does everyone
learn foreing language well "
2.1.1. Motivation
2.1.1.1 Definition
The concept of ‘motivation’ is very difficult to define due to complex
nature of it. Different scholars have defined it differently focusing on various
aspects related to it.
According to Ryan & Deci (2000), "to be motivated is to move to do
some thing" (P.20). To put it simply, motivation is something which makes us
act; it is a desire to work towards a goal or to reach an objective. This implies
that if motivation is present, learning can be facilitated; but without it,
effective learning becomes difficult.
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learning (Noels, Clement, & Pelletier, 2001).
2.1.1.2.2. Intrinsic motivation(integrative)
Intrinsic motivation, on the other hand, is more self-determined and
refers to internal factors such as enjoyment and satisfaction for oneself.
Intrinsically motivated learners perform an activity for the feelings associated
with exploring new ideas and developing knowledge, the sensations related to
attempting to master the task or achieve a goal. According to Ryan and Deci
(2000), the feelings of satisfaction in intrinsic motivation come from a sense
of competence, autonomy, and relatedness.
2.1.1.3. Importance of Motivation
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The importance of motivation in English learning process has always
been recognized due to the fact that it is one of the most important factors
which decide the success or failure of the process. Allwright and Bailey
(1994) state that "the motivated learners are more receptive than those who
are not motivated” (p.182). Ellis (1997: 76) points out that sometimes learners
do not have especial attitude but motivation can involve curiosity and
interests so that they feel that they are involved in learning activities. It is easy
to say that the learner who has strong motivation will gain great success more
than one who has not, and s/he will get the best chance to overcome
difficulties when trying to communicate in second language. Yule (1996)
believes that "Obviously motivation to learn is important. Indeed, we could
say that motivation is necessary for learning.
2.1.2. The role of teacher in motivating learners in language classroom
The role of teacher in motivating and engaging students in learning
language is very difficult and complex, in which it concerns all academic and
social aspect of classroom environment. The language teacher also has some
of responsibilities in the language learning to keep the language learning

embarrassment and sarcasm. Creating a safe teaching environment also
includes developing a sense of community and promoting “a palpable sense
of belonging” (White, 2007, p. 104).
2.1.2.1.3.Building Cohesiveness
Cohesiveness among learners has an influential motivational impact on
learning. Uncooperative groups can have ineffective results in learning.
Effective group norms are those developed by both teacher and learners.
Group norms that are mandated by teachers have been proved to be
ineffective unless the majority of the class agrees that they are appropriate and
right (Ehrman & Dörnyei, 1998). Another important norm that contributes to
cohesive groups is the tolerance of learners’ mistakes and viewing them as
something positive which may contribute to improvement and an indication of
learning new information.
2.1.2.2. Generating Students’ Motivation
Teachers can achieve this aim of generating students’ motivation
through implementing various strategies. First, teachers should enhance
learners’ values and attitudes toward the language, including their intrinsic,
intercultural, and instrumental values. Generating learners’ interest and
enjoyment to study is a key issue here. Teachers should know how to “whet
the students’ appetite and attract their attention to learn the language (Dörnyei
& Ushioda, 2011, p. 114). The target culture is also a useful tool to generate
the integrative orientation of the learners through introducing authentic
materials which reflect the target culture and community of the target
language. However, for some learners, learning the language is a means to an
end, and teachers should be aware of that and try to pay attention to the
instrumental value of learning the language. For instance, some learners study
the target language in order to gain a rewarding career. Therefore, teachers
should draw the students’ attention to the fact that speaking the language
fluently is crucial to their achievement of their ambitions.
Second, teachers should promote the learners’ expectations of success

and work to fulfill these goals.
The fourth strategy to generate motivation is to make the teaching
materials relevant to the learners. Brophey (1998) argues that schools build
their curriculum on societal norms and what the society thinks students should
learn rather than giving students a choice to learn what they think is relevant
to their needs. So, the motivation to learn decreases dramatically when the
learners learn something they do not see any relevant to their lives. Dörnyei
(2001) suggests that teachers should make materials as relevant as possible to
the students’ lives and, if necessary, teachers should supplement some
activities in textbooks with more relevant materials that can motivate students
to learn because they can apply it to their own experiences.
Finally, teachers should help students create realistic beliefs about
language learning. Some learners bring some unrealistic learning beliefs about
how much progress or learning they can achieve in a particular class. If they
do not see that their beliefs or expectations are not achieved, they will become
disappointed and lose interest in the course. Teachers, therefore, should
explain the complexity to learn an second language and develop students’
understanding of the nature of the process. Moreover, teachers should help
students realize that there are various ways to achieve success in the learning
process and encourage each learner to find his/her distinct ways of learning.
2.1.2.3. Maintaining and Protecting Motivation
2.1.2.3.1.Teaching methodology
One way to maintain motivation is to make the learning experience
enjoyable and stimulating. This can occur in variety of ways. For instance,
teachers can make teaching more interesting through varying their teaching
styles, presentations, different materials, and learning tasks. Interesting tasks
have been viewed as one of the greatest components of motivation
(Anderman & Anderman, 2010). Teaching can also be interesting if teachers
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• Encouraging student responsibility: teachers had better teach in a
way that encourages students to take greater responsibility for their
own learning so to make sure their students know what the goals of the
learning program are and therefore it results in Students being actively
involved in evaluating their own learning.
• Having Mastery over Their Teaching Content: this mainly highlights
the fact that teachers are to have thorough knowledge of their subject
content and skills and accordingly use their knowledge of learning
processes to determine which will be most effective to help the
particular students in their classes learn successfully.
• Monitoring progress and providing feedback: for teachers to be
effective ones, it is absolutely necessary to closely monitor each
student’s achievements mainly because this gives them valuable
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information to assess the impact of their teaching. Effective teachers
are also in the habit of constantly reflecting on how well they are
getting through to their students and searching for better ways of
teaching those who are not responding as well as extending those who
are achieving well.
2.2.Practical background
The control charts were delivered to 176students of classes (12A5, 12A6,
10A2, 10A3) to gather actual affairs of teaching and learning English at Ha
Van Mao highschool
2.2.1.For the teachers

Note:
A:teacher
B: short of reference

2.2.1.2. Teacher quality
The collected information proves that the Engish teachers of Ha Van
Mao highschool are mainly young and not very experienced in their teaching.
They often have 5- 10 year experience. More than a half of English teachers
quantity is women who are looking after children. Due to that limitation, the
teachers may not have enough time to try out on many ways of teaching; they
need time to find out the most suitable and effective methods and techniques
to apply in their teaching for ethnic minority students.
2.2.2. Motivation

Note:
A: to get a good job in
the future
B: a compulsory subject
C: a loved subject
D: other ideas

Figure2: students' motivation in learning English
The data shown on the figure indicate that for most learners, learning
English is a duty — something that they have to, but they don’t want to do.
They don’t see pleasure in learning English. These students have low
motivation to participate in class, and they simply try to get a passing mark to
get rid of the course.
Another demotivating factor is that English is considered as a general
subject compared to special subjects such as physics, chemistry, mathematics
and biology . Only few students attend the classes to learn some special points
to be successful in examination such as grammar and vocabulary. However
,the number of these is not much.
According to a survey of the result of English in school year 2015-2016
I conducted in Ha Van Mao high school, only 7 students in comparison wih

understood in English. It seems not very natural to use only Vietnamese in
English lessons. It does not mean that they should not use Vietnamese, as
sometimes they have to explain abstract and complex things and make sure
students understand well what they need to know. However, it is obvious that
teachers should use English to communicate with their students in the class in
order to make them familiar with the English pronunciation. It also provides
opportunities for teachers to practice and improve their English.
Additionally, teachers should make sure that all students speak during
lessons. One of the most important steps that a student needs to take in order
to learn a new language is to speak it. Speaking lets students have a feeling of
being involved in the lessons. Therefore, teachers should give students
opportunities and time to practice and raise their voices freely. Students are
encouraged to ask questions, give suggestions, share ideas, and tell stories.
The open and friendly interactions among teachers and students and among
students themselves are highly appreciated. Therefore, pair work and group
work should be frequently used.
Morever, if students have opportunity to make direct conversation with
native speakers, they will surely be motivated in learning English
An English Club should be set up to increase the awareness and skills
of students in the English language through the integration of communication
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and information technologies, arts and the promotion of the institutional
values.
“Ha Van Mao English club” has been established since 2015-2016,
which provides an opportunity for English language learners to practise using
English in a relaxing and friendly
2.3.3. Using visual aids
Visual aids are welcomed in most of the lessons. Students can learn

respectively textbooks and instructional materials, student achievement, and
whole programs of instruction. We shoud decide which test is suitable wih the
students
Futhermore, it is necessary that the teacher should not always pay
atttention to the students’ mistakes. Instead, the teacher should encourage
them to use English as much as possible during the lesson and create a
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friendly learning environmment so that the students will be more confident
and be ready to receive the new knowledge.
2.3.7. Building Positive Relationships
Teachers are advised to develop productive relationships with their
students i.e. they get to know them and take a particular interest in their
overall development and progress and also try to work collaboratively to
benefit student learning.
We, as teachers, should be able to do something beyond our teaching
tasks and if we make good relationship with our students we can read their
mind and interests to reach our goals. I am sure teachers can improve
students' behavior too if they honestly do themselves what they want from
others to do. Students need patience and attention but teachers before
attending a class must know some knowledge and experience of psychology
and management. How can we establish a sincere atmosphere? how to react in
different circumstances and much more, how to recognize their abilities,
interests and dislikes. It is necessary to mention that strengthening student's
self respect and self actualization is of high priority
2.3.8 Raising the awareness of the importance of English
It is suggested that teacher have important role in raising the
awareness of the importance of English through parents society meeting or
class meeting, linking school-based with family- and society-based education

they seem to be useful to students. Most of the students find it easier and
more comfortable with English lessons. This is shown through their high
motivation and interest in learning English, their active participation in
activities and many students at low levels can finish required task. As a result,
students’ result, to some extent, has been improved during the school years.
Below is the result achieved from students of class 10A2 and 12A5 who
learnt English with applied solutions in comparision with the students of class
10A3 and 12A6 who were taught English without applying given solutions in
the school year 2017-2018
• The rate of excellent and good students increase. Below is the result
achieved from students of class 10A2 and 10A3 in school year 20172018
Chart 1:The result at the end of school year 2017-2018
Class
Number of
Excellence Good
Average
Weak
students
10A3
44
0 ( 0%)
8 (18%)
31(70.5%) 5( 11.5%)
10A2
45
3 (6.6%)
6(26.7%)
29( 64.5%) 1 ( 2.2%)
• The average mark students of class 12A5 get in the Nation Examination
in comparison with the one of class 12A6 is higher, and none of

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In this paper, I addressed some major influential theories of second
language motivation and the role of the teacher in enhancing learners’
motivation and helping them achieve continuous progress in their language
learning process. The body of literature in the field of motivation has shown
that teachers play significant roles in increasing, or decreasing, students’
motivation. The implications of motivational models and strategies can be
beneficial for learner and teachers. Teachers would find it so helpful to
integrate these motivational strategies in their classrooms and help their
students make the most of their English learning. While each of the theories
and strategies that I reviewed has some value, no single theory or strategy can
sufficiently explain learners’ motivation. Therefore, it would be wise if
teachers drew eclectically from these theories and strategies, or at least most
of them, and try different combinations in their classrooms, taking into
consideration that learners are different and thus different motivational
strategies may work differently with each group of students. In addition, it is
significant that teachers should be aware of their actions and behaviors in
classroom because it is very likely that teachers’ actions can demotivate
learners.
3.2. Suggestions for further study
In conclusion, to make the English learning process of students at Ha
Van Mao become more effective, it depends on not solely the improvement of
students' motivation but also other aspects. However, basing on these findings
on the study, some suggested solutions given to the teachers show their
effectiveness
This thesis, it is also needed to study more about personal attitude and
parental influence which are also the fundamental factors in learning English
It is necessary to discuss more about teaching methodology of English