HANOI NATIONAL UNIVERSITY, VIETNAM UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF GRADUATE STUDIES

HÀ THỊ THANH THỦY

THE INFLUENCE OF TEACHER VARIABLES ON STUDENTS' MOTIVATION: A SURVEY AT LUONG VAN TUY

SPECIALIZED HIGH SCHOOL IN NINH BINH

(Khảo sát ảnh hưởng của các yếu tố thuộc về giáo viên tới động lực học của học sinh tại trường THPT chuyên

Lương Văn Tụy, Ninh Bình)

(MA. MINOR PROGRAM THESIS)

Field : English Teaching MethodologyCode : 60140111

Số thứ tự:…….

HÀ NỘI - 2015

HANOI NATIONAL UNIVERSITY, VIETNAM UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF GRADUATE STUDIES

HÀ THỊ THANH THỦY

THE INFLUENCE OF TEACHER VARIABLES ON STUDENTS' MOTIVATION: A SURVEY AT LUONG VAN TUY

SPECIALIZED HIGH SCHOOL IN NINH BINH

(Khảo sát ảnh hưởng của các yếu tố thuộc về giáo viên tới động lực học của học sinh tại trường THPT chuyên

Lương Văn Tụy, Ninh Bình)

(MA. MINOR PROGRAM THESIS)

Major: English Teaching Methodology

Code: 60140111

Supervisor: Assoc. Prof. Dr. Le Van Canh

Số thứ tự:…….

HÀ NỘI - 2015

DECLARATION

I, Hà Thị Thanh Thủy, hereby certify that the thesis “The influence of

teacher variables on students’ motivation at Luong Van Tuy specialized high

school, NinhBinh” is submitted for the partial fulfilment of the Degree of Master of

Arts at the Faculty of Post Graduate Studies - University of Languages and

International Studies - Vietnam National University, Hanoi. I also declare that this

thesis is result of my own research and efforts and that it has not been submitted for

any other purposes.

Hanoi, 2015

Signature

Hà Thị Thanh Thủy

i

ACKNOWLEDGEMENTS

First of all, I would like to express my indebtedness and sincere gratitude to

my supervisor Assoc. Prof. Dr. Le Van Canh for his invaluable guidance and great

support without which this thesis would not have been completed.

Besides, I am heartily thankful to all the lecturers and teachers of the Faculty

of Post Graduate Studies - University of Languages and International Studies -

Vietnam National University, Hanoi for their valuable and interesting lectures and

assistance during my study at the university.

Many thanks would go to all the teachers of English and students at Luong

Van Tuy specialized high school, Ninh Binh whose active participation and

cooperation helped me to fulfil this study.

Last but not least, I send my special thanks to my husband, my family and

my friends who provided abundant assistance and encouragement while this work

was in progress.

ii

ABSTRACT

This study examines the effects of teacher variables on students’ motivation

at Luong Van Tuy specialized high school in Ninh Binh. This study adopts the

survey design. The research made use of narratives and a standardised questionnaire

for data collection. Initially, a number of students were asked to write a guided

narrative to identify teacher variables having effects on their motivation. Results of

this analysis were used to develop the survey questionnaire, which was

administered to a larger number of the students whose responses were analysed

quantitatively. After the questionnaire responses were analysed, several students

were invited to write a free narrative about the teacher that most influenced their

learning motivation. This aims at further enhancing the results got from

questionnaire analysis. The findings revealed the teacher variables strongly

affecting students’ motivation. They are personality, teaching methodology,

attitude, and English proficiency.

iii

TABLE OF CONTENTSPage

DECLARATION.........................................................................................................i

ACKNOWLEDGEMENTS........................................................................................ii

ABSTRACT.............................................................................................................. iii

TABLE OF CONTENTS...........................................................................................iv

LIST OF ABBREVIATIONS....................................................................................vi

LIST OF TABLES....................................................................................................vii

LIST OF FIGURES.................................................................................................viii

LIST OF APPENDIXES...........................................................................................ix

PART A: INTRODUCTION......................................................................................1

1. Rationale of the study.........................................................................................1

2. Aims of the study................................................................................................3

3. Objectives...........................................................................................................3

4. Research questions..............................................................................................4

5. Scope of the study...............................................................................................4

7. Significance of the study....................................................................................4

8. Structure of the Thesis........................................................................................4

PART B: DEVELOPMENT.......................................................................................6

CHAPTER 1: LITERATURE REVIEW...................................................................6

1.1. Definitions of motivation.................................................................................6

1.2. Types of motivation.........................................................................................7

1.3. Teacher variables affecting students’ motivation............................................8

1.3.1. The personal characteristics of teachers ....................................................9

1.3.2. Teacher immediacy....................................................................................9

1.3.3. Active motivational socialising behaviour...............................................10

1.3.4. Classroom management...........................................................................10

CHAPTER 2: RESEARCH METHODOLOGY......................................................12

2.1. The context of the study.................................................................................12

iv

2.1.1. The research site......................................................................................12

2.1.2. Participants..............................................................................................12

2.2. Data collection instruments...........................................................................13

2.2.1. Narratives................................................................................................13

2.2.2. Questionnaire...........................................................................................13

2.2.3. Reliability of the Questionnaire...............................................................14

2.3. Data analysis................................................................................................15

CHAPTER 3: MAJOR FINDINGS AND DISCUSSIONS......................................16

3.1. From guided narrative....................................................................................16

3.2. From Survey Questionnaire...........................................................................18

3.3. Teacher variables that affects students’ motivation.......................................21

3.3.1 Personality.................................................................................................21

3.3.2 Teaching Methodology............................................................................23

3.3.3. Teacher’s attitude.....................................................................................29

3.3.4. Teacher’s English proficiency.................................................................32

3.4. From free narrative........................................................................................34

3.4.1. Story 1, 2 and 3........................................................................................34

3.4.2 Story 4:.....................................................................................................35

3.4.3 Story 5 and 6............................................................................................35

CHAPTER 4: SUMMARY OF FINDINGS AND IMPLICATIONS......................37

4.1. Summary of main findings.............................................................................37

4.2. Implications....................................................................................................37

PART C: CONCLUSION.........................................................................................38

1. Conclusion........................................................................................................38

2. Limitations of the study....................................................................................38

3. Suggestions for further studies.........................................................................38

REFERENCES.........................................................................................................39

APPENDIXES...................................................................................................I

v

LIST OF ABBREVIATIONS

LVT school Luong Van Tuy specialized high school

L2 Second or Foreign language

SD Standard Deviation

vi

LIST OF TABLES

Page

Table 3.1: Motivating factors from teacher 16

Table 3.2: The most influential motivating factors 17

Table 3.3: The most influential demotivating factors 18

Table 3.4: Description of teacher variables 18

Table 3.5: Students’ rating of the influence of teacher’s personal

characteristics on their motivation21

Table 3.6: Students’ rating of the influence of teacher’s professional

skills on their motivation.23

Table 3.7: Student’s rating of the influence of teaching practices on

their motivation.26

Table 3.8: Student’s rating of the influence of teacher’s attitude on

their motivation.30

Table 3.9: Student’s rating of the influence of teacher’s English

proficiency on their motivation.32

vii

LIST OF FIGURES

Page

Figure 3.1: Students’ motivation affected by teacher’s personal

characteristics.21

Figure 3.2: Students’ motivation affected by teacher’s professional

skills.24

Figure 3.3: Students’ motivation affected by teaching practices. 27

Figure 3.4: Students’ motivation affected by teacher’s attitude. 30

Figure 3.5: Students’ motivation affected by teacher’s English

proficiency.33

viii

LIST OF APPENDIXES

Page

Appendix 1A: Form of guided narrative I

Appendix 1B: Survey questionnaire V

Appendix 1C: Free narrative XII

ix

PART A: INTRODUCTION

1. Rationale of the study

It is acknowledged that motivation plays a critical role in academic learning

in general and it is particularly true of the “sustained process of mastering a

second/foreign language (L2)” (Dörnyei, 2005, p. 616). Motivation is important

because it contributes to the achievement, but it is also important itself as an

outcome. It is a significant factor in student learning as it is positively correlated

with students’ willingness to learn, high level of cognition, creativity and

performance (Liu et al 2012). Regarding the persistent correlation between

motivation and success in L2 learning, Dörnyei (1998) asserts that “motivation

provides the primary impetus to initiate L2 learning and later the driving force to

sustain the long and often tedious learning process. Without sufficient motivation,

even individuals with the most remarkable abilities cannot accomplish long-term

goals. Similarly, appropriate curricular and good teaching are not enough on their

own to ensure students’ achievement. Additionally, high motivation can make up

for considerable deficiency both in one’s language aptitude and learning condition”

and “motivation can lead students to continue learning even after they fulfil a

specific goal”. The other reason why some scholars are interested in investigating

motivation might be the complexity of the issue. Human motivation to learn is a

phenomenon involving a number of different sources and conditions. Some of the

motivational sources are situation_specific that is they are rooted in the student’

immediate learning environment whereas some others appear to be more stable and

generalized, stemming from a succession of student’s past experience in social

world (Dörnyei, 2001). Although there have been numerous studies on factors that

influence students’ motivation such as gender differences, students’ interest,

supportive parental involvement, learning environment, not many studies have been

conducted on how teacher variables affect students’ motivation. I believe that

teachers influence students’ motivation to learn as much as other factors, and

therefore I have decided to conduct this study.

1

Current learning and teaching English at Luong Van Tuy specialized

high school.

Regarding English language teaching and learning, the local and school

leaders, teachers, students and their parents pay a lot of attention to it because

English is among the most important subjects at the school. Firstly, it is a

compulsory subject and one of the required one in the examination the students

have to pass in order to be qualified for the General Education Diploma. It is also

the subject a large number of students choose to pursuit as the core one to take part

in university entrance examination. Furthermore, it is the main one of the students at

English major classes. Last but not least, it is going to be the language of instruction

used at classes specialized in natural sciences according to “The Project of Foreign

Language Education in the National Educational System for the period 2008-2020”.

Normally, at LVT school, students in each class have three periods learning English

with the English textbook and extra periods in the afternoon for consolidation every

week. In English major classes the total periods are 12 and the materials are not

only the text book issued by Ministry of Education and Training but also the ones

adapted by the teachers. The responsibility of teaching the language is on the hand

of the teachers of English at the school. There is no foreign teacher here.

Identification of the problem

I have been a teacher at the school for more than 10 years. During this period

of time, I have noticed that though English is quite significant subject, there are two

opposite sides of the situation. At some classes, the atmosphere was very cheerful.

Students appeared to be paying attention: they were not displaying any inattentive

or disruptive behaviour, they were looking at the teacher and following his or her

movements, looking at visual stimuli, turning to watch another student who is

contributing to the task, following the text being read or making appropriate

nonverbal responses. They actively took part in classroom interaction or worked on

assigned activities. At least one third of the students were volunteering without the

teacher having to coax them in any way. After class, they made every effort to

improve their English by attending extra classes, courses or making use of media

2

available and complete all the homework or assignments that they are required. In

contrast, at some other classes, the atmosphere was very dull due to the students’

passiveness. Many students failed to engage in the classroom activities even when

they could perform very well if they tried. Some showed not much interest to the

subject and learning the language as expected. They do not fulfil any of the tasks

required. Then, I decided to investigate the situation by several means. First, I

attended both types of classes. I noted remarkable features of classes down. Then I

had open talks with students. The talks turned out to be lively discussions in which

my students honestly expressed their true feelings about learning English. Most of

them shared the view that their teacher had huge influence on their motivation

because teacher is not only the instructor, facilitator but also their main input

because students do not have exposure to the target language. When this issue was

brought to the discussion held at the English Department, it received considerable

attention and generated serious argument among teachers. From the reality and their

experience, all came to the conclusion that teachers are definitely among the most

influential motivating factors.

With a view to clarifying to what extent the teacher variables affect students’

motivation in the school context in order to better her teaching and help her

colleagues gain deeper understanding on the matter, the researcher carried out this

research and also submitted it in partial fulfilment of the requirements for the

Degree of Master of Art.

2. Aims of the study

The study attempts to investigate how teacher related factors or variables

affect students’ motivation within the context of a specialized high school.

3. Objectives

The objectives of the study are as follows:

- To find out student’s opinion on teacher variables which influence their

motivation to learn English.

- To classify teacher variables that have positive and negative influence on

students’ motivation to learn English according to the students’ self-reports.

3

4. Research questions

In an attempt to achieve the above aims and objectives, the study was

designed to find answers to the following research questions:

1. What are teacher variables that affect students’ motivation in learning

English in a particular specialized high school?

2. How do these variables influence students’ motivation?

5. Scope of the study

The study limits itself to the understanding of students’ perspective on

teacher variables that have influence upon their motivation to learn English. The

student participants were from a specialized high school in Ninh Binh province.

6. Research methodology

As this study is a survey study in nature, a mixed - methods approach was

employed to achieve the needed triangulation. Accordingly, data was collected from

various sources such as observation, students’ narratives, and questionnaire. The

collected data were analysed both quantitatively and qualitatively.

7. Significance of the study

The study is of great value as it, firstly, provides an in-depth investigation

into the issue to provide certain knowledge for teachers at LVT school to rely on

when dealing with issues that involve motivational concerns and when making

instructional decision. Furthermore, it could serve well those who have been quite

interested in the research of language learning motivation and may supply

researchers with knowledge for deeper study as well. It could also provide valuable

information for teacher trainers and the authorities.

8. Structure of the Thesis

The study consists of three main parts:

Part A: Introduction.

This part deals with the rationale, aims, objectives, scope, methods and the

significance of the study.

Part B: Development

This part has four chapters:

4

Chapter 1: Literature Review:

Theoretical background related to language teaching, language acquisition

and mostly motivation as well as variables is presented.

Chapter 2: Research Methodology

The chapter discusses the methodology including situation analysis,

participants, data collection instruments.

Chapter 3: Major findings and discussions

The chapter gives an analysis of the data, presents the major findings and

gives discussion about the findings.

Chapter 4: Summary of the findings and recommendations

Summary is provided and implications are put forward in the chapter.

Part C: Conclusion:

Part C gives the conclusion from the results of the findings, limitations of the

study and some suggestions for further research

5

PART B: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

1.1. Definitions of motivation

Motivation has been defined differently from different theoretical

perspective. According to Gardner (1985, p. 10), motivation is the “extent to which

an individual works or strives to learn the language because of a desire to do so and

the satisfaction experienced in this activity”. According to this definition,

motivation consists of three components (1) effort expanded to achieve a goal, (2) a

desire to learn the language, and (3) satisfaction with the task of learning the

language. (p. 13).

Ellis (1997, p. 75) defines motivation as “the effort which learners put into

an L2 as a result of their own need or desire to learn” and he indicates that

“motivation involves the attitude and affective states that influence the degree of

effort that learners make to learn an L2”. Hence, in his viewpoint, motivation to

learn a second language refers to the extent to which the individual works or strikes

to learn the language because of a desire to do so and the satisfaction experienced in

the activity.

All these definitions of motivation share one common limitation that they

view motivation as a solely cognitive construct. Aware of this limitation, other

researchers (e.g. Dörnyei, 2009; Ushioda, 2009) have recently shifted their focus on

the situated complexity of the second language (L2) learning motivation process

and called for the adoption of the socio-dynamic perspective on L2 motivation

research. Attention thus focuses on the interaction between the learning situation

(e.g. instructional techniques, classroom environment, interpersonal relations) and

individual motivational cognitions and behaviours (e.g. goals, attitude, beliefs, self-

regulatory strategies (Dörnyei, 2002, Dörnyei & Tseng, 2009). From this theoretical

perspective, researchers have found that certain aspects of teacher behaviour and

teacher - student relations play a significant role in shaping students’ intrinsic

motivation (Noels, et al., 1999).

6

Because of the complexity of L2 learning motivation and considering the aim

of this study, the following definition by Dörnyei and Otto (1998) is adopted. These

authors define L2 learning motivation “the dynamically changing cumulative

arousal in a person that initiates, directs, co-ordinates, amplifies terminates and

evaluates the cognitive and motor process whereby initial wishes and desires are

selected, prioritised, operationalized and (successfully or unsuccessfully) acted out”

(p. 65).

1.2. Types of motivation

Gardner and Lambert (1972) divided several attitudinal and motivational

factors that contributed to learning success into instrumental and integrative

motivation.

Instrumental means learners study a language in order to achieve practical

goals such as getting a job or completing translation tasks, while integrative

motivation means that learners study English to become more knowledgeable about

culture of English speaking countries and societies and to integrate themselves into

the culture.

Gardner and his colleagues found that integrative motivation, which refers to

“a sincere and personal interest in the people and culture represented by the other

language group” (Lambert, 1974, p. 98) was a more powerful predictor of linguistic

achievement as it was consistently correlated with L2 linguistic achievement.

Meanwhile, one area where instrumental motivation can prove to be successful is in

the situation where learner is provided with no opportunity to use the target

language and therefore, no chance to interact with members of the target group.

Gardner and Lambert (1972) suggested that individuals with an integrative

orientation would demonstrate greater motivational effort in learning an L2 and,

thus, achieve greater L2 competence. However, Ely (1986) argued that it is not

always easy to distinguish between the two types, which seem to be quite

reasonable.

Another categorization is from Deci (1975, cited in Brown 2007) who put

motivation into intrinsic and extrinsic one.

7

Intrinsic motivation is inclinations without any extrinsic rewards such as

prize or money. It is to do with “behaviour performed for its own sake in order to

experience pleasure and satisfaction” (Dörnyei, 2001, p.27)

Conversely, extrinsic motivation is related to the same extrinsic rewards. It is

about “performing a behaviour as a means to an end, that is to receive some

extrinsic reward or to avoid punishment” (Dörnyei, 2001, p.27).

In other words, intrinsically motivated people accomplish a task for an

internal interest whereas extrinsically motivated people perform an activity because

of an interest external to the activity. Notably, it has been argued that intrinsic

motivation is more effective than extrinsic motivation in language learning for long-

term retention. Nevertheless, research on intrinsic/extrinsic motivation by Deci, E.L

& Ryan, R. M (1991) shows that under certain circumstances if sufficiently self-

determined and internalised, extrinsic rewards can be combined with, or even lead

to, intrinsic motivation.

1.3. Teacher variables affecting students’ motivation

Because motivation is a complex construct, it is affected by a variety of

different factors. However, since the primary aim of this study is to gain insights

into how teacher variables affect the students’ motivation from the students’

perspectives, only the literature on teacher variables influencing students’

motivation in L2 learning is reviewed.

Studies conducted by Dörnyei and Csizé’s (1998) and Chambers’s (1999)

confirmed that of all the factors that were hypothesised to contribute to the students’

positive or negative appraisal of L2 learning, the teacher came out on top for all

cohorts surveyed and that almost everything a teacher does in the classroom has a

motivational influence on students.

Trang & Baldaulf (2009) conducted a questionnaire survey on 100

Vietnamese university undergraduates and found that “the largest source of

demotives was related to teachers... And within the four demotive categories related

to teachers, teaching methods provided the largest source of demotives” (p. 100)

8

According to Dörnyei (2001, p. 35), the multiple influences teachers have on

students’ motivation are seen through four interrelated dimensions:

1.3.1. The personal characteristics of teachers (e.g. level of motivation,

commitment, warmth, empathy, trustworthiness, competence, etc)

The characteristics determine the rapport between teachers and students and

largely responsible for the affliative motive, which refers to the students’ need to do

well in school in order to please the teacher or other superordinate figures

(including their parents) (Ausubel et at., 1978).

Motivational teacher influences are manifold, ranging from the rapport with

the student to specific teacher behaviours which “persuade” and/or ‘attract’ students

to engage in on -task behaviours. A key element is to establish relationships of

mutual trust and respect with the learners (Alison, 1993). According to Dörnyei

(2001), this involves finding opportunities to talk with them on a personal level and

letting them know that we have thought about them and that their individual effort

is recognized. Another factor which many believe to be the most important

ingredient of motivationally successful teaching is enthusiasm. Students take cues

from their teachers about how to respond to school activities. Enthusiastic teachers

convey a great sense of commitment to and excitement about the subject matter

content, not only in words but also by body language.

1.3.2. Teacher immediacy

Christophel (1990) found that teacher immediacy is one aspect of teacher’s

classroom behaviours that have a considerable effect on student motivation.

According to Dörnyei (2001), immediacy refers to the “perceived physical

and/or psychological closeness between people, and cumulative results from several

studies indicate that teacher’s verbal and non-verbal immediacy behaviours that

reduce the distance between teacher and students (e.g. addressing students by name,

using humour, moving around in class, including personal topics and examples)

may impact levels of learning by modifying student classroom motivation” (p.36).

Undoubtedly, warm, caring teachers are more likely to be successful motivators

than indifferent or rejecting teachers.

9

1.3.3. Active motivational socialising behaviour

According to Brophy and Kher (1986), Juvonen and Nishina (1997), Pintrich

and Schunk (1996), there are three channels through which teachers communicate

their beliefs, expectations and attitude, thereby pressing their students to adopt

similar belief, attitude, expectations and associated behaviours. The channels by

which teachers can exert direct and systematic motivational influence by means of

actively socialising the learner’s motivation are:

- Modelling: setting an example both in terms of effort expenditure and

orientations of interest in the subject.

- Task presentation: calling students’ attention to the purpose of the

activity they are going to do, its interest potential and practical value and the

strategies that may be useful in achieving the task, thus raising students’ interest,

metacoginitive awareness and expectation of success.

- Feedback/reward system: communicating a clear message about their

priorities, value preferences and attributional belief.

1.3.4. Classroom management

Teachers are in almost total control of the running of the classroom,

including setting and enforcing rules, establishing procedures and organising

grouping activities. These in turn greatly influence the students’ motivation;

therefore, the teacher’s classroom management practices constitute a fourth central

motivational domain.

Lewin et al.’s (1939) classic study on leadership styles shows that a lack of

order generates a great deal of stress and undermines student achievement. Two

aspects of the managerial role are particularly important:

- Setting and maintaining group norms.

Group norms are central determinants of student behaviour in classroom

settings. Through their position as designated leaders, teachers have a special

responsibility in setting up and maintaining those rules. If the teacher does not pay

enough attention to enforcement of the established norms, learners immediately

10

receive a clear message that those rules are not really important, which will result in

the rules rapidly being discounted and disobeyed.

- The teacher’s type of authority.

Providing order in itself may not be sufficient to generate motivation because

student motivation is also a function of the teacher’s authority type, that is, whether

the teacher is autonomy supporting or controlling. Sharing responsibility with

students, offering them options and choices, letting them have a say in establishing

priorities and involving them in the decision-making process enhance student self -

determination and intrinsic motivation (Deci et al., 1991).

To sum up, motivation is quite a complex concept and understood

differently. It possesses not only psychological but also social as well as educational

characteristics. Therefore, its influence is diverse. Within a chapter of a study it is

impossible to embrace everything related to the concept. Only a brief review is

presented in the hope to bring readers most general features and help them get

further understanding of the concept in order to catch objectives of the research.

11

CHAPTER 2: RESEARCH METHODOLOGY

The chapter presents the context of the study, participants, data collection

instruments, data collection instruments, data analysis.

2.1. The context of the study

2.1.1. The research site

The study was carried out at Luong Van Tuy specialized high school,

NinhBinh (LVT school). The school is situated in heart of the province, and named

after the local hero Luong Van Tuy. There are 11 types of major classes namely

math, informatics, physics, chemistry, biology, literature, history, geography,

English, French and two non- major classes. As being the unique specialized high

school of the province, it receives huge support from local authorities and people;

the school has all facilities to meet the requirements of teaching and learning

activities. Every classroom is equipped with a projector, a computer linked to the

internet, a cassette player and other teaching as well as learning aids.

There are 12 teachers of English at the school. There is no foreign teacher

working at the school.

Students of the school are candidates who are qualified enough to pass an

entrance exam organized by Ninh Binh Department of Education and Training and

put into classes according to their major subjects.

2.1.2. Participants

The participants in the research were 84 students including those from all

types of classes: They are all 10th form, 11th form and 12th form students with

different backgrounds levels of English. One third of the participants are at English

major classes, whose English proficiency is at least intermediate and they have

studied English for longer period of time than the others and English is of great

importance to them. The other students are from classes specialized in both natural

and social sciences and even from non-major classes. Their English proficiency

ranges from elementary to intermediate. The participants also include the students

that the researcher is teaching.

12

The purpose of choosing participants from diverse groups is to obtain rich

information for the research.

2.2. Data collection instruments

Dörnyei (2001a) claims “a combination of qualitative and quantitative design

might bring out the best of approaches while neutralizing the shortcomings and

biases inherent in each paradigm” (p. 242). Therefore, a mixed-methods approach

was adopted in this study. Data were collected from various sources including

students’ guided narratives, free narrative and survey questionnaire.

2.2.1. Narratives

According to Barkhuizen, Benson and Chik (2014), narrative inquiry brings

storytelling and research together either by using stories as research data or by using

story telling as a tool for data analysis or presentation of findings (p. 3). These scholars

go on to state that “narrative content can certainly contribute to a richer and more

rounded understanding of language teaching and learning as lived experience (p. 6).

Narratives can be guided or free. A guided narrative is “a story in skeletal

form” (Barkhuizen et al. (2014, p. 45). In this study both types of narratives: guided

and free were used. In the first phase of the study, 28 students were randomly

selected from different class and invited to write a guided narrative (See Appendix

1A). The primary aim of guided narrative is to identify the teacher related

motivating and demotivating factors and gain students’ general understanding on

these factors. It provides insights into the issue and help develop ideas for potential

quantitative research - questionnaire. Based on the information from the students’

guided narratives, a questionnaire was written (see Appendix 1B) and then

administered among 84 other students. After the questionnaire responses were

analysed, several students were invited to write a free narrative about the teacher

that most influenced their learning motivation. (Appendix1C).

2.2.2. Questionnaire

A 21-item questionnaire, which was composed of both closed-ended and

open-ended items based on Dörnyei’s (2001) teaching practices and on the

13

information gained from guided narrative. The variety of item types was used to

elicit different types of data (Brown, 2001; Dörnyei, 2003). Part 1 (Question 1 to

11) are open - ended questions that were supposed to elicit the students’ rich,

detailed and personal perspectives of teacher variables affecting their motivation,

their satisfaction with the teachers’ English proficiency, personality and teaching

methodology. Part 2 (Question 1 to 10) is of multiple- choice type, finding out

students’ responses to different classroom activities and teacher’s behaviours. To

make respondents feel comfortable in understanding the instruction and questions

accurately, the questionnaire was written in Vietnamese. The data were entered into

the SPSS software (v.16.0) for processing and analysis.

2.2.3. Reliability of the Questionnaire

The case processing summary aims at measuring the validity of the data. The information

in the table shows that none is excluded so all the responds are valid.

Case Processing Summary

  N %

Cases Valid 84 100.0

Excludeda 0 0.0

Total 84 100.0

The ‘Cronbach’s alpha' was used to check the reliability of the survey

questionnaire tool.

Reliability Statistics

Cronbach’s Alpha Number of item

0.992 21

The estimated overall internal consistency was 0.992. This confirmed that

the instrument to be highly reliable in measuring the influence of teacher related

factors on students’ motivation. A similar process was carried out to estimate the

reliability coefficient for each of the sub-scales The Corrected Item-Total

14

Correlation ranges from 0.871 to 0.961 so all items are highly reliable and valuable

for the study.

2.3. Data analysis

Data collected were analysed both quantitatively and qualitatively.

In the initial phase of the study, a random number of students (28) were

invited to write a guided narrative to identify the teacher related motivating as well

as demotivating variables and their general understanding of those variables. The

narratives were analysed first thematically. As Boyatzis (1998) writes in

Transforming Qualitative Information, thematic analysis is a process of “encoding

qualitative information” (p. 7). The researcher reviewed the data, developed

“codes” (words or phrases that serve as labels for sections of data), made notes and

sorted into categories. The researcher moved the analysis from a broad reading of

data towards discovering pattern and identified the common themes. The purpose of

this qualitative analysis was to identify the common themes as well as get the

students’ general perception of how teacher variables affected their motivation to

learn English at the school. Results of this analysis were used to develop the survey

questionnaire, which was administered to a larger number of students. While

student’s narratives were analysed using qualitative methods, their responses to the

questionnaire were analysed quantitatively. The purpose of the quantitative analysis

was to identify the general patterns of the way the students perceived how teachers

influenced their motivation to learn English. After the questionnaire analysis was

done, a number of students were asked to write free narratives about the teacher

motivating or demotivating them. The free narratives, like the guided ones, were

analysed qualitatively. The “key” lexical items, the characters, settings and plots

were analysed to determine what ideas the narratives illustrate generally or what

type of teacher affects either positively or negatively students’ motivation in

particular. The aim of having students write free narrative was to enhance the

validity and reliability of the outcomes of the questionnaire.

15

CHAPTER 3: MAJOR FINDINGS AND DISCUSSIONS

3.1. From guided narrative

From the analysis of students’ guided narratives, seven main themes were

identified were (i) effective teaching practices; (ii) professional skills; (iii) adequate

linguistic competence; (iv) personality; (v) attitude towards teaching, students, and

English; (vi) outside appearance; and (vii) professional morality. Then the students’

opinions classified into themes were quantified. The results are presented in Table

3.1 below.

Table 3.1: Motivating factors from teachers.

Motivating factors Number of

mentions

1. Effective teaching practices

- Brainstorming with relevant activities

- Providing knowledge not included in the text book.

-Having game and having game like competitions

-Delivering lectures logically

- Having creative teaching techniques

26

2. Professional skills

- Preparing for the lesson properly

- Managing class well

- Giving positive feedback and appraisal

- Encouraging students

24

3. Adequate linguistic competence

- Standard pronunciation

- Having good command of English

20

4. Personality

- Humorous, outgoing, sociable

- Patient

-Developing a good relationship with students

22

16

Motivating factors Number of

mentions

5. Positive attitude toward profession, students and

English

- Enthusiastic

- Showing care to students

23

6. Appearance

- Good looking

- Well-dressed

6

7. Professional morality

- well-behaved1

In the next step of the data analysis, the most influential teacher variables

affecting the students’ motivation were quantified (see table 3.2). Among the

variables influencing students’ motivation, being rated at the top by 15 students

is teachers’ effective teaching methods. Second to teacher’s effective methods

was teacher’s personality with 11 students mentioning this variable. The same

number of students voted for teacher’s linguistic competence as one of the most

influential ones.

Table 3.2: The most influential motivating factors

The most influential motivating factors Number of mentions

Efficient Teaching methods 15

Personality (outgoing, understanding students, patient) 11

Adequate linguistic competence 11

By contrast, these motivation factors are perceived as being negative when

students perceived that the teacher’s teaching methods were not effective or the

teachers with negative personal attributes such as indifference, impatience or lack of

17

caring and their poor competence in English. The teachers then were claimed to

demotivate the students.

Table 3.3: The most influential demotivating factors

The most influential demotivating factors Number of

mentions

Teaching methods 15

Personality (bad- tempered, impatient, uncaring,

indifferent)

11

Poor linguistic competence 11

From the results of the guided narratives, it is safe to come to the very first

conclusion that at LVT school teacher’s teaching methodology, linguistic

competence, personality and attitude are among the most significant variables that

have great effect on students’ motivation.

3.2. From Survey Questionnaire

In the second phase of the study, questionnaires were conducted to collect

further specific information as well as statistics for the study. (Appendix1B)

In Part 1 of the questionnaire, students were asked to give their perception of

teacher variables. The description is presented in Table 3.4

Table 3.4: Description of teacher variables

Variables Description

Teaching practices that

is in accordance with

students’ proficiency

- Selecting task that do not exceed students’

competence.

- Based on textbook.

- Having different types of activities.

- Starting less with theory and practice afterwards.

- Giving exercises ranging from low level to the high

one.

- Trying and filling the tasks with personal content that

18

Variables Description

is relevant to the students.

Having professional

skills and creative

teaching techniques

* Having professional skills:

- Preparing for the lesson properly.

- Giving clear instructions.

-Providing appropriate strategies to help students

complete an activity successfully.

- Providing guidance about how to do the task.

- Setting up several specific learning goals for the

learners.

* Having creative teaching techniques.

-Choosing interesting topics and supplementing

materials.

-Offering a variety of materials.

- Varying activities, involving students in making

decision regarding the timing of an activity having

them use the Internet or do research.

- Making tasks challenging to the students.

- Raising learners’ curiosity by introducing unexpected

and exotic elements.

- Asking questions that do not have fixed answers.

- Having activities that present intellectual challenges

(e.g., it involves a memory challenge, problem or

puzzle solving, discovering something, overcoming

obstacles, avoiding traps or hidden information.

- Making full use of technological teaching aids.

- Giving instruction in a new way.

- Not focusing too much on theory.

- Inviting native speakers to some classes.

19

Variables Description

- Encouraging students to correct their own mistakes,

revise their own work.

- Helping students realize that it is mainly effort that is

needed for success.

- Encouraging the learners to decorate the classroom

and make it cosy in any way they can.

- Organizing extracurricular activities.

Creating a pleasant

atmosphere in the

classroom

- Bringing in humour, laughter and smile.

- Having games and fun in class.

- Having game-like competitions within class.

Having Adequate

English proficiency and

standard pronunciation

- Having good command of English.

- Able to communicate well in English.

- Having accent like native speaker.

- Pronouncing accurately.

- No redundant sound.

Being strict and having

serious attitude

- Allowing no exception to the rules.

- The severity of the punishment increases in

accordance with the seriousness of the students’ fault.

- Being serious most of the time, not bringing in too

much laughter and humour.

- There exists distance between teacher and students.

Interest and enthusiasm - Obeying all the professional rules seriously.

- Teaching seriously.

- Loving career and students.

- Being ready to give help to students.

- Always renovating teaching techniques

- Being patient.

- Being devoted.

20

Variables Description

- Constant self-studying. ‘Teacher is a co-learner”.

- Being a responsible teacher.

3.3. Teacher variables that affects students’ motivation

The following are the results of the data analysis regarding the students’ self-

reports on teachers’ variables that impact their learning motivation.

3.3.1 Personality

The first variable affecting students’ motivation that can be found in the

guided narratives is teacher’s personality. Personality may be viewed as the

dynamic organization of those traits and characteristic patterns of behaviour that are

unique to the individual (Callahan, 1966). Students, therefore, were asked to express

their opinion about the influence of teacher’s intimacy, teacher’s humour and

teacher’s strictness on their motivation to learn English (Question 1, 9 Part 1,

Question 1 Part B). The data of this group are generally shown in Table 3. 5 and the

table chart (Figure 3.1).

Table 3.5: Students’ rating of the influence of teachers’ personal characteristics on their

motivation

Characteristics Mean SD

Being strict 3.07 0.861

Sense of humour 4.20 0.875

Intimacy 4.33 0.664

21

Figure 3.1: The influence of teachers' personal characteristics on students’ motivation

As can be seen from the table 3.5 and Figure 3.1, the three characteristics

have certain influence on students’ motivation but differently. Intimacy is the most

influential factor. Ranking the second and the third place are sense of humour and

strictness respectively.

Nearly half of the respondents (47, 6%) have no idea on how being strict has

effect on their motivation. Among the rest, the percentage of proponents and

opponents are approximately the same though the former is a bit higher; 27, 4 %

and 25 % respectively. Those in favour of this characteristic said that it would help

to maintain the rules and keep class in discipline. Others, however, argued that it

would make the atmosphere unpleasant and students feel uncomfortable and

stressed.

Contrary to the strictness, humour receives huge support. 85% of the

respondents express their agreement with the statement that teacher has informal

chat (often humorous) with students on matter unrelated to the lesson motivate them

to study English. The percentages of those who agree and strongly agree are 43%

and 42% respectively. It can be inferred that having sense of humour is a significant

qualification of a teacher of English.

Among three characteristics of a teacher’s personality, intimacy appears to

be the one that is most favourable. Almost all respondents share the view that this

22

factor has positive impact. As shown in Figure 3.1, the percentage of agreement and

strong agreement of this factor is remarkably high (93%). Only 1% disagrees and no

student protests this. It is noteworthy that, the S.D of this factor is quite lower in

comparison with those of strictness and humour (0.66), which shows the

consistency of the data and further enhances the importance of this factor to

students’ motivation. The common reason for valuing teacher’s intimacy is that

there would be no distance between teacher and students. The relationship between

teacher and students are open. It also forms stronger bonds and greater trust. This

creates favourable conditions for teacher and students’ interaction, students do not

hesitate to raise their voices, teacher are able to understand learners and provide

appropriate instruction and aid when necessary so students are more motivated and

highly inspired to learn English, which facilitates teaching and learning process. In

short, teacher’s intimacy is indispensable to the motivation of English learners.

3.3.2 Teaching Methodology

In order to find out how students respond to the impact of teaching

methodology on student’s motivation, two sub-types namely professional skills and

teaching practices are discussed in Question 2,5,6 in Part I and Question 2, 3, 4, 5,

6, 7, 8, 9, 10 in Part II. These questions focuses on the most common activities the

teacher frequently used or expected to use based on the responses got from the

student’s guided narrative. The high number of the questions implies that teaching

methodology is of greatest concern to students.

A. Teacher’s professional skills include creating a pleasant classroom

atmosphere, offering students praise for achievement that is specific, offering

students praise for effort regardless of the achievement, helping students realize that

it is mainly effort that is needed for success, encouraging students to correct their

own mistakes; revise their own work; or review/correct their peers' work. Table 3.6

and Figure 3.2 would show brief view of these items:

Table 3.6: Students’ rating of the influence of teacher’s professional skills on their motivation.

A motivating teacher is the one who .... MEA SD

23

N

creates a pleasant classroom atmosphere 4.44 0.08

3

offers students praise for achievement that is specific 4.05 0.91

7

offers students praise for effort regardless of the achievement

students, helps realize that it is mainly effort that is needed for

success

3.53 1.03

encourages students to correct their own mistakes; revise their

own work; or review/correct their peers' work.

4.07 0.88

8

Figure 3.2: Student motivation affected by teacher's professional skills

Creating a pleasant classroom atmosphere got nearly absolute support of all

the respondents. 95% of the students confirmed that this activity tremendously

impacts students’ motivation to learn for a variety of reasons

24

Below are the samples of the reasons why students rated this professional

skill so highly. According to them a pleasant classroom atmosphere:

helps students feel relaxed and study better

brings inspiration to students

creates a favourable condition for learning English

is a prerequisite for learning English

erases the distance between teacher and students and brings comfort to

students which help them learn effectively

promotes the love for English as well as learning English

creates flexibility which helps the flow of knowledge smooth and

comprehensible.

And because the dull atmosphere makes learning process boring and it

demotivates students to learn

Only a very small percentage of students (1%) show their opposition towards

this activity. Their explanation is that the activity may cause poor attention of the

students and that they are too relaxed to concentrate on the lesson.

Another professional skill is the way teachers praise students’ work.

More than half of respondents at both cases express their preference for the

praise but the extent to which they are expected is different. The percentages of

agreement and strong agreement in two cases are 78% and 62% respectively. The

total number of students show their preference to teacher’s praise in the first

situation is much higher than that in the second one (66 and 42, respectively). It is

reasonable to praise specific achievement. However, if every effort receives praise

regardless of the achievement, the value of the praise seems to decrease and

students may not do their best to achieve goals.

The final question belonging to teacher’s professional skill in the

questionnaire was related to teacher’s encouraging students to correct their own

mistakes, revise their own work or review/correct their peer’s work.

25

More than three quarters of the respondents claimed that it was a motivating

activity (81%). Among the rest, most have no idea about how influential of this on

students’ motivation (14% out of 19 %). Little percentage of the responses belongs

to those opposing the activity. In short, it is obviously among the activities that

bring students motivation.

B. Teaching practices

Teaching practices can be said to be “vital” to the teaching and learning

processes because their effects are direct and immediate. However, this study

focuses on their impact on the students’ motivation only.

The questions in the questionnaire cover teaching practices contain selecting

teaching strategies compatible with students’ competence, having creative teaching

techniques, stating the lesson objectives explicitly or giving retrospective

summaries of progress already made toward realizing the objectives, connecting

what has to be learned to the students' everyday lives, providing appropriate

strategies and/or models to help students complete an activity successfully, asking

class questions to which the teacher does not already know the answer, encouraging

students to try using English in different new ways, predicting difficulties students

are going to encounter and providing appropriate guidance.

Table 3.7: Student’s rating on the influence of teaching practices on their motivation.

Teaching practices MEA

N

SD

Selecting teaching strategies/task that do not exceed students’

competence4.21

0.74

5

Having creative teaching techniques4.19

0.73

6

Stating the lesson objectives explicitly or giving retrospective

Summaries of progress already made toward realizing the

objectives,

3.700.86

1

Connecting what has to be learned to the students' everyday lives 4.39 0.77

26

6

Providing appropriate strategies and/or models to help students

complete an activity successfully3.96

0.92

4

Asking class questions to which the teacher does not already

know the answer3.88

0.93

6

Encouraging students try using English in different new ways4.06

0.85

5

Predicting difficulties students are going to encounter and

providing proper guidance.4.27

0.76

6

Overall, all the practices that teachers have frequently used or intend to use

get such great amount of support from students. Their motivating index is seen

through the MEAN data ranging from 3.70 to 4.39 and the SD is all below 1.0 (from

0.736 to 0.936).

27

Figure 3.3: Students’ motivation affected by teaching practices

Regarding teacher’s creativity, firstly the general question “teacher’s creative

teaching techniques motivate students?” was raised and then two more specific

practices were questioned. They are “teacher’s asking class questions to which the

teacher does not already know the answer motivates students” and “teacher’s

encouraging students to try using English in different new ways motivate students”.

The data reveal that generally what is related to creativity motivates students.

Teacher’s creative teaching techniques receive the high amount of agreement and

strong agreement (87%) and little opposition (1, 2%). Two specific examples of

teacher’s creative techniques are teacher’s encouraging students to try using English

in different new way and asking questions that do not have fixed answers. The two

illustrations receive strong support with the percentage of responses with agreement

28

of 78, 5% and 75% and disagreement is 2, 4% and 7, 6%, respectively. The

explanation for supporting teacher’s creativity is that it brings about excitement and

curiosity which stimulates students’ creativity, widens their knowledge and makes

the lesson interesting. Therefore, students are more interested and inspired as well

as motivated to learn. Below are extracts from the students’ responses to the open-

ended question in the questionnaire:

It helps students be more active

It helps me to know more.

The traditional way is so boring. Creativity is a must to inspire students.

Creative lessons brings lively classroom atmosphere, which motivates

students to learn. They are not comfortable when being restricted within traditional

methods

Question 2, 4 and 9 in Part II take more practical teaching practices that are

normally done at the beginning of a lesson or task into consideration. They are

“stating the lesson objectives explicitly or giving retrospective summaries of

progress already made toward realizing the objectives”, “predicting difficulties

students are going to encounter and providing proper guidance” and “providing

appropriate strategies and/or models to help students complete an activity

successfully”.

Special attention is paid on these practices because they are among the

frequent activities that the teachers at the school have been doing but there has been

no research on the positive effects of those practices.

Almost 90% of the respondents confirmed the motivating influence of

“teacher’s predicting difficulties students are going to encounter and providing

proper guidance” and only 2, 4% refused it. Over half of the respondents (65%)

either agreed or strongly agreed over the good effects of “teacher’s providing

appropriate strategies and/or models to help students complete an activity

successfully” on students’ motivation. Little percentage of the students denied the

importance of this to their motivation (3, 6%). This implies that teacher not only

plays role as an instructor but a facilitator also.

29

Regarding teacher’s stating the lesson objectives explicitly or giving

retrospective summaries of progress already made toward realizing the objectives,

it is motivational to only just over half of the students interviewed (58%) and 7,1%

are not satisfied with it. One third of the respondents did not have any ideas about

it. This is possibly because the activity normally occurs at the beginning of the

lesson when students are not at their prime concentration or they are unable to

realize the aim of their teacher’s activities.

The two final teaching practices directly related to the learners are discussed

in question 5 in Part I and question 3 in Part II. They are “teacher’s selecting

strategies/tasks that do not exceed the learners' competence” and “teacher’s

connecting what has to be learned to the students' everyday lives”.

From the information in the three above tables, what is directly related to

learners is remarkably striking. This is illustrated through the quite high percentage

of students’ agreement and strong agreement on the impact “teacher’s selecting

strategies/tasks that do not exceed the learners' competence” and “teacher’s

connecting what has to be learned to the students' everyday lives” on students’

motivation (91, 6% and 90,5% respectively). The percentage of disapproval of the

two practices is exactly the same and extremely low (2, 4%). Explaining for the

motivating influence of these on them, students said that individuals are different in

terms of their competence, personality, learning method as well as other personal

characteristics. Strategies not exceeding their competence and related to their

everyday life would help their learning take place more easily. They have no

difficulty following instruction. Suitable tasks not only get their potential to the

fullest but also help them feel self-confident. Consequently, they are more

motivated to learn.

3.3.3. Teacher’s attitude

Among teacher variables, teacher’s attitude is of special importance as it

primarily affects the teacher and determines teacher’s behaviours, efforts and has

strong impact on every aspect of teaching process. Then it influences learners. The

30

study takes into consideration the influence on students’ motivation of following

aspects of teacher’s attitude: enthusiasm and interest, fair treatment among students,

respecting students’ ideas, and serious professional behaviour.

Table 3.8: Student’s rating of the influence of teacher’s attitude on their motivation

Attitude MEAN SD

Fair treatment among students 4.13 0.757

Interest and enthusiasm 4.14 0.730

Respecting students’ ideas 4.11 0.734

Serious professional behaviour 3.28 0.815

Figure 3.4: Student motivation affected by teacher's attitude

As shown in Table 3.8 and Figure 3. 4, the majority of the respondents

generally agree that teacher’s attitude is a factor hugely affecting students’

motivation. The Mean index ranges from 3.28 to 4.14. Four out of five items whose

Mean index is over 4.0, which shows the positive respond of learners to most of the

aspects. The S.D which is from 0.730 to 0.815 reflects the data reliability. The

following part further discusses the impact of each aspect.

Of the attitude-related factors, teacher’s interest and enthusiasm are the most

motivating with 85, 8% of agreement and strong agreement. The high percentage

31

indicates the strong impact of teacher’s interest and enthusiasm on students’

motivation. This can also be seen through little total percentages of disagreement

which are 1.2%. When being asked why teacher’s interest and enthusiasm do affect

their motivation to learn, students shared the view that teachers who have strong

passion and enthusiasm set good examples for them to follow. Those teachers

constantly come up with new creative teaching techniques to better their teaching to

attract students’ attention. Around 13% of the learners do not clearly see the

influence of teacher’s interest and enthusiasm on their motivation to learn.

Ranking the second place among the four aspects in terms of level of

agreement is “teacher’s respecting students’ ideas”. The percentages of agreement

and disagreement are almost the same or exactly the same as those of “teacher’s

interest and enthusiasm” (84, 6 % and 1, 2%, respectively). Explaining the

motivational influence of this activity, students said that they would feel their ideas

highly valued and appreciated and have no hesitation to raise their voice and fully

aware of their contribution to the lesson. This obviously inspires and motivates

them to learn. Little percentage of opposition further enhances the importance of

this aspect.

Among the four aspects, the only item that does not receive any type of

disagreement is “treating students fairly” and relatively high percentage of

supporting. Table 3.8 indicates over three quarters of the respondents (77.4%) show

their approval of this activity. It is stated that teacher’s treating students fairly really

motivate students as it would make students feel respected and have equal chances

of getting their potential fulfilled regardless of their proficiency, personality, and

their parents’ social status. They believe that they are an integral part of teaching

and learning process.

Teacher’s serious professional behaviour appears to be least favourable.

Only less than half of the respondents are motivated to learn under the influence of

teacher’s serious behaviour. While the majority of students neither supported nor

protested the behaviour, around 11% of the students responded negatively to this,

32

which is the highest percentage of disagreement recorded through the questionnaire.

Explaining for their disagreement, learners said that teacher’s serious professional

behaviour would create intense pressure and cause unpleasant classroom

atmosphere. It would make students feel uncomfortable and keep distance from

their teachers.

3.3.4. Teacher’s English proficiency

Teachers’ English proficiency has been recognized as an important

qualification for successful English teaching (Butler, 2004). When it comes to the

question “How does teacher’s English proficiency influence students’ motivation to

learn”, it may sound strange because it is commonly assumed that as a teacher of

English, the linguistic competence of the teacher is undoubtedly adequate.

However, results of recent tests of proficiency which was administered to the

teachers working in Ninh Binh by Hanoi-based University showed that 5 out of 10

teachers of the school achieved the targeted proficiency level. Their low proficiency

level is partly due to poor initial training but mostly because of teacher’s work

conditions in which they do not have exposure to the target language or

opportunities to interact in English with more capable peers. This is a great concern

because teacher’s English proficiency affects their teaching methodology. As

discussed in the preceding part, teaching methodology consequently affects

students’ motivation so teacher’s English proficiency obviously indirectly

influences students’ motivation.

In the context where the main linguistic input is the teacher of English, the

two important aspects are teacher’s English proficiency in general and teacher’s

English pronunciation in particular.

Table 3. 9: Students’ rating of the influence of the teacher’s English proficiency

on their motivation.

Attitude MEAN SD

Adequate English proficiency 4.14 0.88

Standard English pronunciation 4.18 0,79

33

Figure 3.5: Student’s motivation affected by teacher’s English proficiency

The relatively high Mean indexes (4.14 and 4.18) and other indexes shown in

Table 3.9 as well as Figure 3.5 indicate that two aspects are great motivating

contributors.

The adequacy of English proficiency strongly affects students’ motivation,

which is illustrated through the percentage of total agreement up to 81%. Among

the rest, only 4.8% of respondents do not share the same view with the majority.

It may sound unnatural to take this criterion into consideration because it is

assumed that as a teacher of English, his pronunciation is undoubtedly standard.

However, as a matter of fact the pronunciation of non-native teachers is affected by

not a few factors, which leads to the inadequacy of pronunciation of some teachers.

It is note-worthy that teacher’s pronunciation is of great importance. It has great

influence on students as it is what students are directly exposed to daily. When

being asked how influential of this factor on their motivation, 85, 4 % of the

respondents confirmed that teacher’s standard pronunciation was highly significant

and motivated them to learn English. Only 2, 4% said that the pronunciation of their

teacher does not have any motivating impact on them. Overall, the adequacy of

teacher’s pronunciation obviously has positive influence on students’ motivation.

34

3.4. From free narrative

The final phase of the study, students were asked to write a free story about

one of their teachers of English who either motivates them or demotivates them to

learn English. They are simply to write in Vietnamese to get valid reflection. The

purpose of having this type of narrative is to further clarify the results of the

questionnaire. The six most typical stories are chosen as prime examples of the

influence of teacher on students’ motivation to learn English. (The original ones are

in Appendix 1C).

3.4.1. Story 1, 2 and 3

The story 1, 2 and 3 are about the influence of teacher’s personality, attitude,

teaching practices upon the students’ motivation. More specifically, they are his/her

intimacy, and encouragement that have direct influence. The teacher formed close

relationship with the students, encouraging them, sharing with them and having

proper method. The students in the three stories all found learning English so

challenging and boring at first and then experienced the changes in their motivation

due to their teacher’s encouragement and teaching practices. Below is what they

wrote:

Student 1: “Cô chính là người đã mang lại cho tôi động lực đó, là người đã

giúp tôi hiểu rằng: phải yêu thích thì mới có thể làm tốt một điều gì đấy” (My

teacher was the one that motivated me to learn. She helped me realize that passion

is the key to the success).

Student 2: Nhưng khi lên cấp 2, suy nghĩ của em với tiếng Anh thay đổi hẳn.

Nhờ vào cách các cô giúp chúng em suy nghĩ về tương lai khi ngôn ngữ Anh đóng

một vai trò như người bạn, một công cụ làm việc. Cái cách các cô tâm sự, trò

chuyện về nghề nghiệp tương lai mà thú vị. Bằng cách giúp chúng em tiếp cận, dần

dần tìm hiểu sâu, tìm hiểu kĩ tiếng Anh, tình yêu với tiếng Anh của em lớn dần lên

(When I entered secondary school, my attitude toward English changed due to my

teacher’s words. She emphasized the importance of English as a friend, a tool. The

way she talked to me about the future job was so impressive.

35

Student 3: Lúc đầu, em không chú ý lắm đến tiếng anh chỉ học để thi. Sau đó

khi lên lớp 8 em bị ấn tượng bởi cách dạy với sự vui tính của cô Dz, sau đó em

thích tiếng Anh và học. (At first, I did not pay much attention to learning English. I

just learned it as it was compulsory. Then I got to 8th grade, impressed by the

humour and the teaching manner of Ms. Dz, I became more serious about learning

English. My interest in English as well as learning the language increased).

3.4.2 Story 4:

The story is about the impact of the above discussed variables of a certain

teacher on the story teller.

The student is now 12th form one at LVT specialized high school. She had

not found learning English interesting until she was taught by the teacher named TD

when she started secondary school. The teacher was humorous, enthusiastic, and her

English was quite good. The way she delivered lectures was rather creative.

Therefore, the writer felt motivated to learn the language and she made quite a lot of

progress. However, when she was in grade 11th, she lost the motivation because of

the teacher. There was almost no interaction between teacher and students. The

class atmosphere was very dull due to the students’ passiveness. Many students

failed to engage in the classroom activities even when they could perform very well

if they tried. Some showed not much interest to the subject and learning the

language as expected.

3.4.3 Story 5 and 6

The two stories are examples of teachers demotivating students because they

lacked variables that have been discussed.

Story 5: English used to be his favourite subject and he had been trying to

pursuit it. However, the teacher teaching him English at 7th grade demotivated him.

He stated reasons why the teacher demotivated him “Vì cô không biết cách truyền

dạy kiên thức, toàn ra bài tập không đúng tầm làm cho chúng em chán ngán môn

tiếng Anh trong khi chúng em cần nâng cao thì cô dạy kiến thức không trọng tâm,

không có kinh nghiệm giảng dạy, không biết quản lý lớp (she didn’t have proper

36

teaching practices, lacked teaching experience and class management skill).

Gradually, he lost interest in learning the language.

Story 6: In her opinion, a good teacher makes learning process interesting

and stimulates students’ motivation to learn. However, there are teachers

demotivating students. The teacher that demotivated her was the one in charge of

her class when she was 8th form student. She had been a teacher of Russian and then

she changed her major to English. Her English was not adequate; her teaching

practices were traditional ones mostly getting students to learn by heart. This made

her students fed up with learning English

Summary:

Chapter 3 presents discussion on the influence of teacher variables on

students’ motivation to learn English at Luong Van Tuy specialized high school. In

short, students’ motivation is affected by a wide variety of factors namely

personality, teaching methodology, attitude, and English proficiency. The findings

of the study are basic for recommendations which will be put forward in the next

chapter.

37

CHAPTER 4: SUMMARY OF FINDINGS AND IMPLICATIONS

4.1. Summary of main findings

The findings of this study reveal variables related to the teacher that affect

students’ motivation to learn English at Luong Van Tuy specialized high school,

Ninh Binh. Those are teacher’s personality, teaching methodology, teacher’s

attitude as well as teacher’s English proficiency. The influence of those variables

can be either positive or negative depending on specific characteristics belonging to

each one.

Being rated by overwhelming of students, typical motivation contributors are

open manner, creative and effective teaching methods, appropriate professional

behaviours, positive attitude and adequate linguistic competence.

Other ones which are reported to be the causes of demotivation among

students are being strict and distant from students, traditional and ineffective

teaching methods, negative attitude and inadequate English proficiency.

The findings of this study lend are similar to the results reported in the

literature that teachers are of great importance to students’ motivation. Not only

does the teachers’ professional competencies such as proficiency in English and

classroom methodologies, but also their personal traits and attitude towards teaching

and towards the students are motivation contributors.

4.2. Implications

The findings of this study inform not only classroom teachers but also

teacher trainers of the competencies that teachers need to acquire if they agree that

students’ motivation is the key to learning success. This implies that teacher

education and teacher development should aim to develop the competencies that are

defined in the Competency Framework for English Language Teachers by Vietnam

Ministry of Education and Training. The Framework consists of five domains,

which are knowledge of subject, knowledge of teaching, knowledge of learners,

attitude and values, and learning in and from practice and informed by context

(National Foreign Language 2020 Project & Vietnam National Institute for

Educational Sciences, 2013).

38

PART C: CONCLUSION

1. Conclusion

The study is conducted with the purpose of gaining understanding of LVT

school students’ perspectives on teacher variables affecting their motivation. It is

undoubted that teacher is a key motivational determinant whose variables are highly

influential to students’ motivation. Nevertheless, the extent to which each one

influences students’ motivation is quite different. Although the study focused on the

students’ perspectives, it has significant implications for the teachers of the school

and the teacher trainers.

2. Limitations of the study

The study has several major limitations. Firstly, it is a small-scale study with

a limited coverage of one third of the students at school. However, the students are

representatives of students at the school. Secondly, the study did not have the data

from teachers. The main reliance on the use of questionnaires does not provide in-

depth information reflecting the complexities of English language teaching. Finally,

the questionnaire administration can be a problem because the amount of time given

to the students is around 40 minutes which may affect their responses.

3. Suggestions for further studies

Despite the limitations, the study contributes to the knowledge of the teacher

at LVT specialized high school about their impact on their students’ motivation. To

overcome the above mentioned limitations and provide in-depth information, some

further studies are desired.

First, another study is to be done at a larger scale which involves greater

number of students and data should be collected from the teachers to get higher

reliability and validity.

Secondly, a study focusing on teacher related factors that demotivate

students at is worth being carried out.

Thirdly, a study on other factors affecting students’ motivation at the school

should be focused on.

39

REFERENCES

Alison, J. 1993. Not bothered. Motivating reluctant language learners in Key

Stage 4. London: CILT.

Ausubel, D. P., Novak, J.D., & Hanesian, H. (1978). Educational psychology:

A Cognitive View (2nd ed.). New York: Holt, Rinehart & Winston.

Balman, L. & Palmer, A. (1996). Langaguage assessment in practice.

Teacher College, Colombia University working papers in TESOL &Applied

Linguistics, 2010, Vol.10, No.2. Book Review.

Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language

teaching and learning research. New York: Routledge.

Boyatzis, R.E. (1998) Transforming qualitative information: Thematic

analysis and code development. Thousand Oaks, London, & New Delhi: SAGE

Publications.

Brown, J. D. (2001b). Using surveys in language programs. New York, NY:

Cambridge University Press.

Butler, G. (2004). What level of English proficiency do elementary school

teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and

Japan. TESOL Quarterly, 38(2), 245-278.

Brophy, J., & Kher, N. (1986). Teacher socialization as a mechanism for

developing student motivation to learn. In R. Feldman (Ed.), The social psychology

of education: Current research and theory (pp. 257-288). New York: Cambridge

University Press.

Callahan, S. (1966). Successful Teaching in secondary schools. Glenview,

111, Scott.

Chambers, G. (1999). Motivating language learners. Clevedon: Multilingual

Matters.

Christophel, D. (1990). The relationship among teacher immediacy

behaviours, student motivation, and learning. Communication Education, 39, 323-

34.

40

Council of Europe, 2001. Common European Framework of Reference for

Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University

Press.

Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.

Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self:

Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on

motivation: Vol. 38, (pp. 237-288). Lincoln: University of Nebraska Press.

Dörnyei, Z. (1998). Motivation in second and foreign language learning.

Language teaching volume 31.

Dörnyei, Z. (2001). Teaching and research motivation. Essex, England:

Person.

Dörnyei, Z. (2002). The motivational basis of language learning tasks. In P.

Robinson (Ed.), Individual differences and instructed language learning (pp. 137-

158). Amsterdam: John Benjamins.

Dörnyei, Z. (2003). Questionnaire in second language research: Construction,

Administration, and Processing. Mahwah, NJ: Lawrence Erlbaum Associates.

Dörnyei, Z. (2005). The Psychology of language learner: Individual

differences in second language Acquisition. London: Routledge & Kegan Paul.

Dörnyei, Z. (2007a). Research methods in Applied Linguistics. Oxford:

Oxford University Press.

Dornyei, Z. (2007b). Motivation in second and foreign language. Language

Teaching, 31, 117 - 135.

Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford:

Oxford University Press.

Dörnyei, Z. & Csizer, K. (1998) Ten commandments for motivating language

learners: results of an empirical study. Language Teaching Research 2, 203- 229.

Dörnyei, Z., & Tseng, W. T. (2009). Motivational processing in interactional

tasks. In A. Mackey & C. Polio (Eds.), Multiple perspectives on interaction: Second

language research in honour of Susan M. Gass (pp. 117-134). London: Routledge.

41

Ellis, R. (1997). The study of second Language Acquisition. London: Oxford

University Press.

Ely, C. (1986). Language learning motivation: A descriptive and causal

analysis. The Modern Language Journal, 70(1), 28-35.

Gardner, R. C. & Lambert, W.E. (1972). Motivational variables in second

language acquisition. In R.C. Gardner & W. Lambert (eds.). Attitude and motivation

in second language learning. Rowley, MA: Newbury House.

Gardner, R. C. (1985a). Social psychology and second language learning: The

role of attitude & motivation. London: Edward Arnold Publisher.

Juvonen, J. & Nishina, A. (1997). Social motivation in the classroom:

Attributional accounts and developmental analysis. In P.R. Pintrich and M. L.

Maeher. Advances in Motivation and Achievement, Vol. 10 (pp. 181-211). JAI

Press.

Lambert, W. E. (1974). Culture and language as factors in learning and

education. In F. F. Aboud & R. D. Meade (Eds.), Cultural factors in learning and

education. Bellingham: Western Washington State University.

Lewin, K., Lippitt, R. & White, R. (1939) ‘Patterns of aggressive behaviour in

experimentally created “social climates”’, Journal of Social Psychology 10: 271-99.

Liu, E. Z, Lin, C. Jian, P, P. & Liou, P. (2012). The dynamics of motivation

and learning strategy in a creativity supporting learning environment in higher

education. The Turkish online Journal of Educational Technology, 11 (1). 172- 80.

Ministry of Education and Training (MOET). 2006. Chuong trinh giao duc

pho thong mon tieng Anh [English Curriculum for the Secondary School]. Hanoi:

Education Publishing House.

M. Keller. (1983). Motivational design for learning and performance.

Springer.

Noels, K., Clement, R., & Pelletier, L. (1999). Perceptions of teacher

communicative style and students' intrinsic and extrinsic motivation. Modern

Language Journal, 83, 23-34.

42

Pintrich, P. R & Schunk D.H. (1996). Motivation in education: Theory,

research, and applications. Englewood Cliffs, NJ: Merrill/Prentice Hall.

Trang, T.T.T., & Baldauf, R. B. (2009). Demotivation: Understanding

resistance to English language learning: The case of Vietnamese students. The

Journal of Asia TEFL, 4 (1), 79-105.

Ushioda, E. (2009). A person-in-context relational view of emergent

motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation,

language identity and the L2 self. Bristol: Multilingual Matters.

William, M & Burden, R. (1997). Psychology for Language Teachers.

Cambridge: Cambridge University Press.

43