Motivation in learning english speaking of the second year tourism-Major students at tourism and foreign language department, sao do college of industry

ecause of good pronunciation. * Fluency: Fluently speaking means being able to communicate one's ideas without having to stop and think too much about what one is saying. Lack of undue hesitation: the student speaks smoothly, at a natural speed. She doesn't hesitate long and it is easy to follow what she is saying. Length: the student can put ideas together to form a message or an argument; she can make not only the simplest of sentence patterns but also complex ones to complete the task. Independence: when the student is lost for a word or cannot express an idea in English, she finds a way around the problem, re-expressing what she wants to say in | a different or simpler way. The student can keep talking and asks questions, etc. to keep the conversation going. She is independent of the teacher. The student does not give up trying when she cannot find the right word. The student does not let the conversation break down or is not dependent on others to keep talking. 2.2.4 Principles of teaching speaking The teaching of speaking is closely bound up with receptive skill work. They feed off each other in a number of ways: Output and input: when students produce a piece of language, feedback from their interlocutor will act as input based on that they modify their output. Such input can come from the teacher as feedback or prompters. Texts: texts offer students a model to follow, especially when they are working on specific functions of language like agreeing, apologizing, refusing, and so on. Texts can also act as stimuli as a lot of language production grows out of texts that we see or hear. A controversial reading passage may be the springboard for a discussion. (Listening to a tape in which speakers tell a story or opinion may provide necessary I stimuli for students to respond based on their own experience. Reception as part of production: in many situations, production can only continue in combination with the practice of receptive skills. Thus conversation between two people is a blend of listening and speaking; comprehension of what is said is necessary for what the participant says next. Production enables reception: when students try to speak in certain situations or within certain genres, they are better attuned to understanding other people speaking in the same context. In this case, oral production works in a way that helps students with their listening comprehension. (Harmer, 2001) To motivate students in English speaking lessons, it is suggested that the below principles should be apllied. - Give students practice with both fluency and accuracy: Communicating effectively in a language requires both the knowledge of the language as well as the ability to use tine language in real time interaction. Thus, the teacher should provide students with form-focused speaking, meaning-focused I speaking and activities that aim at fluency development. (Brown & Nation, 1997) - Plan communicative tasks that are based on the concept of information gap In all too many English classes, teacher pupil exchanges have little communicative (value because there is no real information being exchanged. In a traditional, grammar oriented class, for example, teachers often spend a large proportion of class time asking questions for which they and the students already know the answers; thus, there is no information gap to fill. Typically, a teacher asks a "display" question (that is, a question the teacher knows the answer to), an individual student answers, the teacher evaluates or corrects the answer, and then the cycle begins again with another student and another question that everyone already knows the answer to (Liao, 2001). - Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk Research has repeatedly demonstrated that teachers do approximately 50 to 80 percent of the talking time in classrooms. Using pair or group work will help increase the amount of time that learners get to speak in the target language. Moreover, with teachers removed from the conversation, learners can take up roles normally filled by teachers (e.g. posing questions, asking for clarification) - Plan tasks that involve negotiation of meaning Research suggests that learners make progress by communicating in the target language because interaction necessarily involves trying to understand and make yourself understood. This process is called negotiation of meaning which involves checking to see if you've understood what someone has said, clarifying your understanding and confirming that someone has understood you. By asking for clarification, repetition, or explanation during conversation, learners get those they are speaking with to address them with language at the level they can learn from and understand. - Design classroom activities that involve guidance and practice in both transactional and interactional speaking. Interactional speech is communicating with, someone for social purposes. It includes both establishing and maintaining social relationships. Transactional speech involves communicating to get something done, including the exchange of goods and or service. Conversations are relatively unpredictable and can range over many topics with participants taking turns and commenting freely while transactional encounters of a fairly restricted kind, in contrast, will usually contain highly predictable patterns (e.g. telephoning for a taxi). Interactional speech is much more unpredictable than transactional speech. Speaking activities in classroom thus need to embody both types since learners will have to speak the target language in both interactional and transactional settings.  2.2.5. Classroom activities 2.2.5.1 Communicative drills A communicative drill is "one in which the type of response is controlled but the student provides his or her own content or information" (Richard, Plart, and Platt, 1992, p.223). In communicative drills the teacher controls the learners' speech primarily by ensuring that they produce short utterances. Here are three suggestions: 1. Practical situations: Students can practice requesting and providing information such as asking for directions in a city and ordering meals in a restaurant. 2. Guessing games: Students can do guessing games in pairs or groups. There are many variations. For example, one student chooses a famous person, and the others ask yes-no questions until the identity of the person is determined. Or, one student draws a picture of a fruit or object and turns it over on the desk; the partner guesses what the item is by asking, "Do you have a...?" until the correct answer is found. ‘Another variation is for the teacher to provide a short, incomplete story plot for students to discuss and guess’s the way it ends. 3. Information gathering activity involves conducting surveys, interviews and searches in which students were required to use their language to collect information. Students can practice a set of structures and language repeatedly but in a meaningful way. 4. Jigsaw activity: in a jigsaw activity, each partner lias one or a few pieces of the "puzzle," and the partners must cooperate to fill all the pieces into a whole picture. 2.2.5.2 Communicative activities In real life, conversation takes place before people have some information that they want to get across. Speaking activities in classroom that aim at communicative therefore should satisfy the following criteria (Harmer, ibid): - Speaker should have a desire to communicate. - Speakers should have a purpose to communicate. - They should attend to content not form. - They should use a variety of language structures. - The teacher will not intervene to stop the activity and there is no control on what specific language forms should be used. Here are three examples of communicative activities that provide practice speaking in a social context 1. A Role-play involves the teacher giving role cards to students for pair work. In the following role-play, paired students are asked to provide sustained speech for specific purpose of persuading each other-without causing offense. Three characteristics for role-plays to work out by Ken Jones (in Harmer, ibid, p.274) - Reality of function: student must not think of themselves as real participant in the situation - A simulated environment: a classroom is thought of as a social place - Structure: students must see how the activity is constructed and be given necessary information to carry out simulation effectively. Harmer (ibid) also suggests that the teacher should create the right kind environment for such activity. We need to give clear instruction and make sure that students know what they need to do. Using role cards is a good support especially! For students at lower levels as cards help they remember their role. A whole class brainstorming can be helpful as well to help them predict what vocabulary, grammar, and idiomatic expressions they might use. Finally, design follow-up activities whose focus can be either on the content (what they get out of tine activity or language (feedback on pronunciation and grammar problems the teacher catch or both. 2. A discussion activity: students are given a topic that usually provokes more than one opinion. Students are asked to discuss the issue in group and give their opinion and the reasons why they think so. One of the reasons why discussion fails is that students are reluctant to give opinion in front of the whole class, particularly when they have nothing to say and are not confident of the language they may use to say it. "Buzz group" can help teachers avoid such difficulty. Students will have chance to quickly share their ideas within small group and in many way rehearse the language to express the ideas before they are asked to speak in public. 3. An Opinion sharing activity involves identifying and articulating a personal end, feeling, or attitude. The activity may require using factual information, nulating arguments, and justifying one's opinions. For some topics, there may be 3 right or wrong responses and no reason to expect the same answers or responses (different individuals or different groups. For example, the teacher divides the students into several groups that will discuss or describe a common object from different activities. After all groups finish, the teacher asks the groups to report to the rest of the class. 4. A reasoning gap activity involves deriving some new information from given information through the process of inference or deduction and the perception of relationships or patterns. The activities necessarily involve comprehending and eying information. For example, working out a teacher's time table on the basis of given class timetables. ' 5. Prepared talks: a popular kind of activity in which students make a presentation on the topic of their own choice with or without agreement with the teacher. Such talks are not designed for spontaneous conversation and more "writing-like". Prepared talks represent a defined and useful genre of speaking and if properly organized, can be interesting for both listeners and speakers. 2.3 Summary In summary, the chapter has reviewed different view points on motivation in general and particularly focused on foreign language learning motivation. The two main types of motivation in foreign language learning motivation which are integrative and instrumental are investigated. The chapter has also reviewed the main de-motivating factors affecting students’ motivation in learning process as well as the characteristics of motivated learners. Besides, the characteristics of the teaching of speaking, its principles and classroom activities are presented. The following chapter intends to display the methodology of the study. Chapter 3: Methodology The issues which have been mentioned in the literature review are only the theoretical matters. To illustrate the theory, in this chapter the description of the study design and methodology employed are presented. 3.1 An overview of the current situation of learning and teaching English speaking at Tourism and Foreign Language Department, Sao Do College of Industry. Tourism and Foreign Language Faculty of SIC now has 17 English teachers aged between 25 to 45. Six of them are working toward an M.A degree and the rest hold a B.A degree in English language teaching. Five of them have been completed the short-term English (for) Tourism course. 6 of the teachers have been teaching English speaking for at least 3 years. However, during the teaching process, there are no common ways for all the teachers to motivate their students in teaching process. The number of the students entering the school anually ranges from 120 to 150. Entering school they have to pass the entrance exam of English, Math, and Literature. They are supposed to have the intermidiate level of English. Most of the students have good proficiency of English, however, their speaking ability is still limited. The course book used for teaching speaking is designed by the teachers of the English Division. The course book is task-based designed. The objectives of the course book is to provide students with necessary words, structures about the tourist destinations, and help them be able to talk about the tourist destinations in English. In that context, how to motivate the students to speak English need to be paid attention to by all of the teachers in the English Division. 3.2 Research questions The study is seeking the answers to five questions below 1. What are the types of motivation possessed by the 2nd year tourism major students in learning speaking? 2. What have the teachers done to motivate their students in speaking learning? 3. What are the factors de-motivating their students in learning speaking? 4. What motivational strategies and techniques can be applied to speaking lessons? 3.3 The research approach To find answers to the research questions, the study collects data from survey questionnaires, classroom observation and interview. 3.4. Participants 67 students (55.83% of the population) were selected at random to take part in the research. The ratio of boy student to girl student is 15/67 (The percentage of boy student to girl student is 22.38% of the student population). Almost of them came from Northern provinces of Vietnam. The majority of the population is from the countryside. The average score of English they got in the entrnace exam ranges from 5 to 7. These students had at least 3 years of learning English at high schools where the extensive vocabulary and grammatical structures are the main focus. During the fist year at SCI they finished 90 periods of General English which focuses on developing 4 skills: listening, speaking, writing, and reading. Thus, they are supposed to have an intermediate level of proficiency in English, they have sound knowledge of Grammar, and to some extent are able to speak in English. Six teachers (31.50 % of the population) who had been teaching English speaking skills (using the text book ESP designed by the teachers of English Division in Tourism and foreign languages Department, SCI) at least for one year were invited to join in the research. Their average age is 26. These are the six teachers who are teaching English speaking in the school year 2008-2009 when the study was being carried out. Instruments: The study employed 4 main instruments below: 1. The questionnaire for the students. The questionnaire was adapted from the questionnaire designed by Rajit Kumar (1996) in Research Methodology. It was conducted in Vietnamese. The questionnaire was designed with 2 main parts. Part 1 was to get students’ information about their gender, age, place of birth, the duration they have learnt English. Part 2 was designed to elicit students’ opinions on English speaking and their opinions on factors motivating students in English speaking learning. The part includes 7 questions, 6 of which are closed questions, one is open-ended question. The purpose of the questionnaire is to obtain a snapshot of students’ motivation in learning English speaking and of their comments on the speaking class and their expectations on the textbooks as well as the teachers. 2. The questionnaire for the teachers The questionnaire was adapted from the questionnaire designed by Rajit Kumar (1996) in Research Methodology. It was conducted in English. The questionnaire was designed with 3 main parts. The first part is to get personal information about the teachers (gender, age, teaching experiences) The second part is designed with 6 questions about the things need to be done to motivate students (the techniques, activates, teaching aids, the difficulties in teaching…) The third part is to get the teachers’ comment on the textbooks. 3. The interview To get students’ opinions on English learning, the difficulties they have in English speaking learning, their opinions of the textbooks used for teaching, a one to one interview was conducted with 2 students after each classroom observation. The interview consisted of 10 questions. The interview was carried out in Vietnamese in the form of an informal conversation between the researcher and the student. 4. Observation It was a non-participant observation in which the researcher watched, followed and recorded activities as they were performed in the real classroom settings. The observation was carried out in the second semester of the school year 2008-2009, the class performance was observed in two classes in Tourism and Foreign Language Faculty. Each class performance lasted three periods (total 135 minutes). Teachers have taken notes on the activities of the class. 3.6 Data collection procedures The time for data collection lasted during the third month of the second semester of the school year 2008-2009. Because it was the time when students completed 2 third of the term. Students may have an overview on the difficulties of English speaking in the second year at the SIC. During the first two weeks, the classroom performance by the 4 teachers was observed. The detailed notes were kept and interpreted, and then the conclusions were drawn out. Two students were chosen by chance after each classroom observation to join in the interview. Before the interview began the researcher explained the interviewees the purpose of the interview and the amount of time to complete the conversation. The interview was constructed with 10 open-ended questions in a predetermined order. Each interview lasted for 20 to 25 minutes. The data were recorded, transcribed and then translated in English. The next week, the survey to the teachers was delivered to 6 teachers teaching English speaking skills for the 2nd year tourism major students, the time for them to complete it was 4 days. The last week, the questionnaires were delivered to 67 tourism major second year students. The students had 15 minutes to complete the questionnaire. The purpose and importance of the study were explained. While students were completing the questionnaires, any questions were clarified by the teacher. Chapter 4: Data analysis and findings The chapter will present the data analysis and the discussion of the findings. 4. 1 Types of motivation students have in English speaking learning. Research question 1: What types of motivation students have in learning? The types of motivation possessed by the students will be discussed in question 1. The teacher focused on the 2 main types of motivation which are integrative and instrumental motivation in English speaking learning. Table 3: The students’ reasons for learning English speaking Reasons Number of students Percentage a. To communicate with foreigners 50 74.46 % b. To study the people, culture of English speaking countries 47 70.14% c. To live and study abroad 8 11.94% d. To read newspapers, watch TV program, listen to music … in English 12 17.91% e. English is a compulsory subject 5 7.46% f. To get good marks in the exam 5 7.46% g. To get a job in the future 60 89.55% The above table revealed that to get the future job was the main purpose of English speaking learning. The highest percentage of the students identified the major reason for learning English speaking was to get a job in the future. The reason for this was that most of the students want to become a tour guide in the future. They have to use a lot of English in communicating with foreign tourists. In addition to these more than 70% of the students wanted to learn English for the purpose of communicating with foreigners. Besides, 2 students who joined in the interview revealed that they tried to studied this subject well for a better chance of jobs in the future as expressed in what they said in the interview: “I am trying to learning speaking English well to get a good job in the future” or “I will become a tour guide in the future, so I have to learn speaking English very well”. In addition to these, 70.14% of the students who completed the questionnaire were reported to be interested in culture, people of English speaking countries. The students interviewed also revealed that they want to learn English to get more knowledge of culture and people of English speaking countries. In their opinions, they will have to communicate with many foreign tourists in their jobs, understanding the culture of the tourists will help them do the job better and avoid culture shock as well as difficulties in communicating. Only 5 of 67 students claimed that they studied English speaking because it is a compulsory subject. The same number of the students perceived that they learned English speaking for a good result at the examination. In brief, it can be said they the main types of motivation the students had in English speaking learning are integrative and instrumental motivation. All of them want to English firstly for a future job, and secondly for better understanding of the foreign tourists. 4.2 Activities and techniques used by the teachers to motivate students Research question 2: What have the teachers done to motivate their students in English speaking teaching? In order to find out the answers to this question, a survey was conducted among the teachers. The survey concentrated on activities and techniques employed by the teachers in their speaking lesson. With the question “Which state of a speaking lesson do you think necessary to motivate students”, most of the teachers perceived that all the states including the warm up state, pre-speaking, while speaking and post speaking sates are necessary to motivate students in speaking. All of the teachers also claimed that reading and speaking has a close relationship. Reading provides students with vocabulary and information to speak. This indicated that during the speaking class the teachers combined reading activities to speaking activities. Among the activities used by the teachers including individual work, pair work and group work, pair work and group work was used by the most often the teachers. Besides individual work was sometimes used. This indicated that in the speaking lessons, teachers gave students lots of chances to express themselves in pair and group work. This forced students to work and speak in the lesson. Below is the table of activities used by the teachers in the speaking lesson. Table 4: The activities used by the teachers by frequency Activities Frequency of the activities using (N0of teachers) Always Often Sometimes Rarely Never Individual work 3 1 0 0 0 Pair work 5 1 0 0 0 Group work 1 5 0 0 0 Among the kinds of teaching aids including pictures, slide projectors, cassettes, boards, music…slide projector was the most preferred by the surveyed teacher. This can be easily explained because all of the classrooms in the school are equipped with slide projectors. Furthermore, using this aid helps teacher much in teaching processing. The frequency of using techniques is shown in the table below: Table 5: The activities used by the teachers by frequency Frequency of the activities using (N0of teachers) always often sometimes Rarely Never 1.Creating a competitive atmosphere 3 3 0 0 0 2.Combining text books and relevant materials 2 4 0 0 0 3. Giving feedback regularly 3 3 0 0 0 4.Giving rewards and punishment 0 0 0 1 0 5.Giving classroom tests 6 0 0 0 0 6.Taking students to visit tourist destinations 4 2 0 0 0 7.Providing students with vocabulary and structures to be used for the speaking tasks 6 0 0 0 0 8.Brain-storming ideas or making outline for the speaking the speaking tasks 4 2 0 0 0 9.Interruping students to correct mistakes 4 2 0 0 0 10.Applying role play 4 2 0 0 0 The table shows that the atmosphere in the class was always paid much attention to by the teacher; also they teachers always gave feedback to students. This helps them realize what the strong points are and what their week points are. Besides, all the surveyed teachers often combined the textbooks with the relevant materials, role play activities with others, new words and structures were provided for students for the speaking tasks. Most of the teachers have the habits of brainstorming the students’ ideas and making outlines before speaking. Classroom tests were always taken. Especially, all of the teachers often took the students to the tourist’s destination and guided students in speaking about these destinations in English. However, none of the teachers applied reward and punishment policy, this may lead to de-motivation of the students in learning, besides most of the teachers also interrupted students to correct mistake. This is a factor de-motivating students in their learning. According to the survey to the students, the majority of the students were interested in the activities used by the teacher in the speaking class. These activities were role play, discussion, explanation of new words and phrases, games. And nearly 90% of the students liked to practice English speaking at the tourist destinations near the school. However, during classes some teachers used Vietnamese, which may de-motivate students in their trying to speak English. The two students interviewed revealed that they didn’t like the way the teacher explained the new words or the requirement of the activities. They said: “I don’t like the teacher speaking Vietnamese in the class. Because if the teacher speaks Vietnamese, we will be very passive in listening and even speaking” or “This is a speaking class, I want everything to be expressed in English”. The way the teachers used the visual aids were the most preferred by the students. Nearly 90% of the students joining in the survey perceived that the way the teachers used the modern teaching aids such as slide projectors, cassettes … was very effective. According to them the modern teaching aids may motivate them by creating anxiety in learning. The students interviewed said: “I like the teachers using the slide projector very much, because we can observe lively images which motivate us very much”. What the teachers have done is also expressed in the class observation adapted from Brown, 1994. The purpose of the class observation was to access teachers’ preparation, presentation, methods, personal characteristics, teacher and student interaction in the classroom. From these, an overview of what teachers have done in the class would be drawn out. Table 6: Result of class room observation Note: A: applicable NA: not applicable Categories Results (%) Criteria N NA I. Preparation 1. Well-prepared, well-organized in class 100% 2. Appropriately prepared objectives of the class 75% 25% II. Presentation 3. Clear and concise instruction language 75% 25% 4. Authentic materials are added 50% 50% 5. The lesson is smooth 50% 50% 6. Material is presented at the students’ level of comprehension 50% 50% 7. The teacher show interest and enthusiasm 75% 25% III. Methods 8. Teacher moves round class, use eye contact 50% 50% 9. There are balance and variety of activities 75% 25% 10. Examples and illustrations used effectively 50% 50% 11. Instructional aids and resource material used effectively 100% 12. Drills are used 100% 13. Teacher explores genuine situations in the class 50% 50% 14. Structures are taken out of artificial drill contexts and applied to the real contexts of the students’ culture and personal experiences 75% 25% IV. Personal characteristics 15.Patience in eliciting responses 50% 50% 16. Clarity, tone, and audibility of voice 50% 50% 17. Pronunciation, intonation, fluency are appropriate and acceptable use of language 25% 75% V. Teacher/student interaction 18. Teacher is a facilator 25% 75% 19. Students are communicators 25% 75% 20. Teacher encourages students 50% 50% 21. The students are attentive and involved 25% 75% 22. The students are active 25% 75% 23. Teacher organizes effectively individual, pair and group work 25% 75% 24. The students are encouraged to ask questions, to disagree, or to express their own ideas 25% 75% 25. Teacher controls and directs the class 50% 50% The classroom observation was conducted with the four teachers who joined in the study. The result shows that all of the teachers prepared the lesson very carefully; the lessons went smoothly and logically because all of the teachers were keen on the subject they taught. However, in all classes many students were passive, the teacher did not perform the role of a facilator, and he/she talked a lot trying to explain everything to the students. The pair work and group work were used, but it sounded not effective. Whenever the students were asked to work in groups, they became quietly or did some other things. In short, the teachers have made great effort to motivate students in English speaking classes. However, there were a lot of things to do, in which applying reward and punishment policy and was of great importance and interrupting students while they were speaking should be ignored during the class. Especially, teacher/student interaction should be promoted during the speaking class. 4. 3 Factors de-motivating students in English speaking Research question 3: What are the factors de-motivating students in English speaking? The answer to this question will be found out in survey questions 3, 5, 6 (questionnaire for students), question 6 (questionnaire for teachers) and drawn out form the classroom observation. The table below reveals the difficulties students cope up with in learning English speaking skill? Table 7: The difficulties of students in English speaking learning Activities N0 of students Percentage (%) 1. Pronunciation 34/67 50.75 2. Grammar mistakes 30/67 44.78 3. Teacher is not enthusiastic 15/67 22.39 4. Boring speaking activities 17/67 25.37 5. Boring speaking topics 18/67 26.87 6. Crowded class 40/67 59.70 7. Littlee time for speaking activities 43/67 64.18 8. Lack of vocabulary 40/67 59.70 The table shows that the most difficulties they students have to cope up with are lack of time for speaking activities. The second difficulty was lack of vocabulary. Moreover, the crowded class is also a disadvantage. The number of students in one class in SIC ranges from 40 to 60; therefore the teachers do not have enough time to pay attention to each student. And nearly half of the students were afraid of making mistakes in their speaking. To investigate what factors affecting students’ English speaking, a question of 15 criteria was given to students. Table 8: The factors de-motivating students’ speaking learning Factors N0 of students Percentage (%) 1. The classroom atmosphere 62/67 92.54 2. Crowded class 40/67 59.70 3. Boring and difficult topics 21/67 31.34 4. Learning speaking is very difficult 40/67 59.70 5. Learning speaking is not useful to you 12/67 17.91 6. Your learning methods not effective 50/67 74.63 7. Boring actitivities 30/67 44.78 8. Lack of information about tourist destination 23/67 34.33 9. The content of the textbook is not suitable 12/67 17.91 10. Lack of objectives in learning speaking 14/67 20.90 11. Your language learning ability is limited 30/67 44.78 12. You don’t have a chance to practice at the destinations 15/67 22.39 13. Teacher doesn’t use much English in speaking lesson 15/67 22.39 14. Other members are not active in group work 43/67 64.18 15. Lack of vocabulary 40/67 59.70 The table below revealed that the classroom atmosphere had the greatest effect on students’ motivation. The second factor was that the students had no effective methods in learning English speaking. About 40/67 students perceived that learning English speaking was very difficult, nearly all of them lacked vocabulary, this led to de-motivation in speaking lesson. Sometimes, boring activities or crowded class were also the denominative factors. All of the teachers perceived that in their speaking teaching, they had some difficulties. Almost of them revealed that the students lack motivation in learning speaking. In their opinions, the reasons for these are as follows: - The students are lazy in pair work and group work. Especially in group work, only one or two members work, the rest sit quietly and do nothing. - Students have low English proficiency. Beside general English, they have to get knowledge of ESP of tourism. - Class hour is not suitable, it starts too early at 6 am or 12 a.m. This time affects students’ as well as teachers’ psychology and their attitude to learn and work. When asked about the content, topics, exercise kinds, illustration... of the textbooks. Most of the teachers agreed that the content, topics and exercise kinds were O.K. The content of the textbook was suitable for the students. The kinds of the exercises in the books were designed suitably, able to develop speaking skills of the students. However, most of the teachers revealed that the illustration of the books was boring, this led to demotivation of the students in learning process,too. Table 9: Teachers’ comments on the textbook Number of teachers Very bad Bad O.K Good Very good 1. Content 0 0 0 0 0 2. Topics 0 0 6 0 0 3. Exercise kinds 0 0 6 0 0 4. Illustration (pictures, enclosed tape, video…) 1 5 0 0 0 5. Order of lessons 0 0 0 6 0 The result of the question 6 (questionaire for the students) revealed that the topics and the content of the textbooks attracted the students very much. Among 11 t opics in the textbook, 5 of them (The topics of Vietnam geography, Vietnam pagoda, Vietnam festivals, Vietnam handicraft villages, Customs and habits of Vietnam) atracted students’ interests. However 6 of them seemed to demotivate students’ learning. The students interviewed said: “ Vietnam history is the most difficult topic in the text book, sometime I have no idea, no vocabulary to talk about the topic” The other said “ Buddism is a very difficult topic, we have no knowledge even knowledge in Vietnamese to say about the topic” Table 10: Students’ comments on the topics of the textbooks Topics Number of students Dislike Don’t mind Strongly like 1. Vietnam geography 2 0 65/67 2. Vietnam history 45 12 0 3. Vietnam animals and plants 30 37 0 5. Buddhism in Vietnam 46 14 7 6. Vietnam pagodas 10 15 55 7. Vietnam festivals 7 3 57 8. Vietnam handicraft villages 5 5 47 9. Customs and habits of VN 10 10 57 10. Museums 20 27 37 11. Vietnamese food 25 25 27 In short demotivating students’ speaking learning are many factors in which the main factors are lack of vocabulary of the students, the crowded class, the contents of some units in the textbook are too difficult or boring. Class hour is also a factor affecting students’ learning process. 4.4 Motivational strategies and techniques to motivate students Research question 4: What motivational strategies and techniques can be applied to motivate students? Sub-question 1: Which of the below activities do you like most in the speaking class? Table 11: Students’ comment on teachers’ activities Activities Number of students Strongly like Like Dislike 1. Role play 37 30 0 2. Discussion 20 12 35 3. Explanation of new words and structures 34 33 0 4. Practice conversations in pairs 10 50 7 5. Teachers interrupt and correct mistakes while you are speaking 0 10 57 6. Games 30 20 17 7. Teachers use English during the class hour 45 12 0 8. Compliment 45 12 0 9. Teachers often use modern teaching aids 67 0 0 10. Excursions at tourist destinations 67 0 0 Obviously, 100% of the students like the modern teaching aids used during the class, because the teaching aids help students become more motivative and more interested in the lesson. Also 100% students strongly like going to the tourists’ destinations to practice speaking. Besides, the other activities attracted students’ attention. Those activities such as role play, teachers’ compliment, teachers’ English speaking during the class hour were the activities motivating students. Sub-question 2: What should we do to improve the textbook? According to the teachers joining in the study, the topics used in the text book were suitable. The topics cover a paronama of Vietnam- country, people, histroy, culture, habit and customs, which are suitable and useful for a future tour guide. However, 6/6 teacher agreed that to get more effectiveness in boosting students to speak, it is necessary to add some more kinds of exercises to make the lesson more interesting. 5 of them also thought that it is necessary to illustrate the textbook with more beautiful pictures. And the most important thing to do with the text book is to improve it yearly, this idea was approved by all of the six teachers. Table 12:Teachers’ suggestions on ways of improve the textbooks Suggestions Number of teachers 1. Change the topics 0 2. Add some more kinds of exercises 6 3. Illustrate it with more beautiful pictures 5 4. Improve yearly 6 To conclude, there are many motivational strategies and techniques can be applied to motivate students, of which the most important are using modern teaching aids, taking the students to the tourist destinations, giving compliment, … Besides, to reduce students’ de-motivation, it is necessary to pay attention to the material used for teaching. The material should be checked and improved yearly and more interesting activities should be added to the textbooks. In brief, the chapter has presented the data analysis to find out the answers to the research questions. All the data were obtained from the study instruments which were 2 survey questionnaires, an interview and the classroom observation. In the chapter the main types of motivation, denominative factors and motivational strategies have been discussed in details. Chapter 5: Conclusion The chapter will summarize the findings, discussion, recommendations, suggestions and future directions. 5.1 Summary of the findings and discussion 1. The first reason for students to learn English is to meet the requirement of the future job. Many students (70%) agreed that the purpose of communicating with foreigners. Besides many students revealed that they want to learn English to get more knowledge of culture and people of English speaking countries. A small percentage of the students claimed that they studied English speaking because it is a compulsory subject, and the same number of students agreed that they leant English because they wanted to get good mark at the examination. The main types of motivation the students had in English speaking learning are integrative and instrumental motivation. 2. Secondly, all the teachers teaching speaking skills have made great effort to motivate students in English speaking classes. In thier teaching such kinds of activities as group work or pair work have been utilized. Diffirent kinds of visual aids such as cassette, slide projector, pictures ... were used much in the class room. The teacher also combined the course book with relevant materials, guided students to learn well. During the lesson teachers tried to create a learning atmosphere to promote students. Especially, the teachers often held the excursions in the tourist destinations, which attracted students’ attention and promoted them in learning, and provided students with a lot of chances to practice speaking. However, there were a lot of things to do, in which applying reward and punishment policy and was of great importance and interrupting students while they are speaking should be ignored during the class. Especially, teacher/student interaction should be promoted during the speaking class. 3. Thirdly, there are many demotivating factors affecting students in their speaking. The main factors are the aptitude and lack of vocabulary of the students. Besides, the crowded class, the content of some also reduce students’ motivation in learning process. Class hour (starts too early in the morning or afternoon) had great effect on students’ learning. The way the teacher used Vietnamese in the lesson also de-motivates students in their trying to express every in English. 4. Fourth, in the lesson the teacher has applied many motivational strategies and techniques to motivate students, of which the most important are using modern teaching aids, taking the students to the tourist destinations, giving compliment, … Besides, to reduce students de-motivation, it is necessary to pay attention to the material used for teaching. The material should be checked and improved yearly and more interesting activities should be added to the textbooks. 5.2 Implications The findings of the study implicate that: 1. In learning the speaking subject, the students seem to posses 2 main types of motivation which are instrumental and integrative. These students want to become tour guides, they will use much English in their future jobs. For them, fluent English speaking and sound knowledge of people and culture of international tourists is very useful, which help them to work better with their future jobs. The combination of the two types of motivation assists in the successful acquisition of an L2. Thus, in English speaking classes, teachers should provide students with not only language knowledge but also cultural knowledge of English speaking countries... 2. The motivational strategies are of great importance in which pair work and group work attracted many students attention. The using of teaching aids like slide projectors, cassettes … are the factors impressing students’ attention. Besides, teachers should give students lot of chances to practice speaking at the tourist destinations. However, using Vietnamese during the speaking lesson is not a good way of motivating students. 3. Demotivating affecting students in their speaking are many factors among which lack of time and vocabulary, low proficiency in tourism English rank the first. Besides, crowded class has strong effect on students’ motivation. In addition to these demotivative factors, the content of some lessons, class hour (starts too early in the morning or afternoon) are sometimes affect students in English speaking learning. 4. To reduce students’ motivation in English speaking learning, two important things must be done: Firstly, teacher should apply motivational strategies to motivate students in speaking learning. Secondly, it is necessary to improve textbook to attract more students in learning speaking. 5.3 Recommendations and suggestions Basing on the findings of the study, here are some recommendations and suggestions to the teachers of Tourism and Foreign Language Faculty and Sao Do in industrial college. 1. To make speaking learning motivating activities, besides the classroom activities, the teachers need to make great effect to develop programmers which attract students’ participation. It is suggested that the faculty cooperate with the tour operators to create students chances to act as tour guide to practice speaking English, or the teaches may send students to hotel or tourist sites to learn and practice speaking English. And one of the most effective activity which can be applied is the teachers themselves may take their students to some famous destinations near the school to study and practice guiding in English. 2. To reduce the factors de-motivating students in speaking, it is necessary to reduce the number of the students in the class. The administrators need to pay attention to this to create an effectiveness of English learning process in general and of English speaking in particular. Besides, the time to start class should be changed to be later, not too early as present. 3. The course book should be improved with more interesting and easier topics, illustrated with more beautiful and clearer pictures, the difficult exercises should be replaced. It is suggested that more vocabulary exercises should be used to fill in the gap of vocabulary which students lack. Also, to motivate students, the course-book should be improved every year, added with update information after each course. 4. The teacher should play the active role as a facilator to encourage students in learning process to sustain long term motivation. In the English speaking class, the stages such as warm up, while speaking and post speaking should be applied. Clarification and whole-hearted guidance are influential factors which help stimulate learners. The teachers’ instructions should be brief, easy to understand and clear so that all students know what they have to do. These help attract students’ commitment to the lesson and avoid confusion. 5. The teachers’ attitudes are of great importance in increasing students’ motivation. The teachers’ sense of humor and friendliness as well as the attention will attract students’ during the whole lesson. 6. The two types of motivation which the students possess are integrative and instrumental; therefore, in teaching it is necessary for the teachers to provide students with not only language knowledge but also country and culture knowledge of other countries, especially English speaking countries. 5.4. Future directions 1. The study on motivation should be applied on students of other faculties in SIC. 2. The relationship between motivation and learning results can be a topic of investigation. 3. The course book and its effects on learning motivation is another direction of this study in the future. 4. How to reduce demotivative factors in English speaking learning may be taken into consideration for future research. References 1.Benson, M.J. (1991). Attitudes and motivation towards English. A survey of freshmen. RELC Journal,22 (1), 34-38. 2.Brumfit,C.(1984).Communicative Methodology in Language Teaching. Oxford: Oxford University Press. 3.Brown,H.D. (1994). 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