Đề tài Motivation in Learning English Speaking of the Second Year Tourism-Major Students at Tourism and Foreign Language Department, Sao Do College of Industry

Chapter 1: Introduction 1.1 Rationale for the study We are living in the global world in which English language has rapidly become an international language. To meet this requirement, English has been taught almost everywhere in Vietnam, especially in schools, colleges, universities, English is a compulsory subject. However, how to speak English well is a problem for many learners of English, especially for the students of colleges and universities. Despite the fact that most of the students have been learning English since they were at secondary or high school, they are deficient in English speaking. As a teacher of Tourism & Foreign language Department, Sao Do College of Industry SCI, HaiDuong, from our observation and our own teaching experience, we see that during the speaking lesson classroom interaction is restricted. Only some students get involved in the activities conducted by the teacher while others keep silence or do other things. Thus, one of the challenges to the teacher is to find out the answer to the question “Why don’t many students of English get involved actively in speaking lesson?” To find the answer to this question it is necessary to investigate what motivates and de-motivates students in English learning in general and in speaking in particular. Many teachers and researchers now believe that motivation is one of the most important factors that determine the rate and success of L2 attainment: it provides the primary impetus to initiate learning the L2 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, and there are no appropriate curricula and good teaching to ensure student achievement. For the mentioned reasons, we would like to conduct a study on “Motivation in Learning English Speaking of the Second Year Tourism-Major Students at Tourism and Foreign Language Department, Sao Do College of Industry”. The study is to investigate what motivates and de-motivates students in English speaking learning. We do hope that this study will help the teacher of speaking in some ways to find appropriate methods to motivate their students. 1.2 Aims of the study The study aims at investigating the motivation in English speaking learning among the second year tourism-major students at Tourism and Foreign Language Faculty, Sao Do Industrial College. The four main purposes of the study are summarized below: 1. To examine kinds of motivation possessed by the second year tourism major students at Tourism and Foreign Department, Sao Do College of Industry. 2. To examine methods and techniques used by teachers of speaking to motivate their learners in speaking activities. 3. To investigate factors de-motivating students in English speaking learning? 4. To suggest motivational strategies and techniques, which can be applied to stimulate learners in teaching speaking skill. 1.3 Scope and significance of the study: There are many factors affecting the success or failure of learning a foreign language, in which motivation is one of the key factors. The focus of this study is on motivation as a separate factor in English speaking learning. The results of the study will be applied to improve the speaking skills of second tourism major students of Tourism & Foreign Language Department, SCI. It can not be said that the results are general to all students in Vietnam. 1.4 Design of the study The study is designed with 3 chapters. Chapter one presents the rationale for study, aims of the study, research questions as well as the scope of the study. Chapter two displays the background of motivation and speaking teaching. In the chapter, the main approaches to motivation and de-motivation in foreign language teaching are discussed. The main theories of foreign language speaking teaching are also presented in the chapter. Chapter three presents the methodology performed in the study. The chapter also deals with documentation, data analysis. The analysis and discussion on the data is based on the survey questionnaire, interview and classroom observation. Chapter four summarizes the findings, implication, recommendations and future directions for future research are also provided in the last chapter. Chapter 2: Literature review This chapter is concerned with the conceptions of motivation, motivation in foreign language learning, and the theoretical backgrounds of speaking skills. 2.1 Theoretical background of motivation 2.1.1 Conceptions of motivation Many researches have been undertaken and there is much in the research literature regarding the definition of motivation. All the motivation theories in general want to explain the fundamental question of why humans behave as they do, and therefore we cannot assume any simple and straightforward answer. Motivation is described as the impetus to create and sustain intentions and goal seeking acts (Ames & Ames, 1989). Burden, (1997:119) assumed that “from a cognitive perspective, motivation is concerned with such issues as why people decide to act in certain ways and what factors influence the choice they make. It also involves decisions as to the amount of effect people are prepared to expand in attempting to achieve their goals. The role of the teacher thus becomes one of helping and enabling learners to make suitable decisions” Dornei (2001:613) defined motivation as “a general ways of referring to the antecedents (i.e. the causes and the origins”. He also stated that “motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activities” (2001:7). The author mentioned two dimensions of human behavior: direction and magnitude (intensity) which motivation concerns. Motivation, “the process whereby goal-directed activity is instigated and sustained” (Pintrich& Schunk, 2002). From the above, it can be deduced that motivation is a psychological trait which leads people to achieve a goal. Motivation is what drives you to “behave” in a certain way or to take a particular action. Simply, it can be understood that motivation is your “WHY”. 2.1.2 Motivation in foreign language learning In recent years, motivation has become a familiar term in second language learning. Motivation in foreign language learning has been defined in different ways. According to Dornyei, 1988, motivation refers to the efforts learners make to learn a foreign language. Motivation is one of the keys that influence the rate and success of language learning. Park (2002:2) believes that motivation is shaped as “...sets of belief about language learning, the target culture, their culture, the teacher, the learning task, ect.” Holt (2001:1), referring to Cookes and Schmidt (1991), defines motivation as “...the learner’s orientation with regard to the goal of learning a second language”. Motivation in this context can be understood as one relating to attitude and vice versa with both having an influence on learning and acquisition. Gardner (1985) as as cited in Dornyei, (2001), assumed that motivation involved desire to learn a language, intensity of effort to achieve this, and attitudes toward learning the language. According to the framework by Dornyei (1994), motivation consists of 3 main levels which are language level, learner level and learning situation level. Language level refers to integrative motivational subsystem and instrumental motivational subsystem. Learner level depends on need for achievement, self-confidence which is language use anxiety, perceived L2 competence, casual attributions and self-efficacy Learning situation level refers to course specific motivational components, teacher specific motivational components and group specific motivational components Below is Dornyei’s (1994) framework of L2 motivation. Table 1: Dornyei’s (1994) framework of L2 motivation (Adapted from Dornyei, 2001) Language level Integrative motivational subsystem Instrumental motivational subsystem Learner level Need for achievement Self-confidence + Language use anxiety + Perceived L2 competence + Casual attributions + Self-efficacy Learning situation level Course specific motivational components Interest (in the course) Relevant (of the course to one’s needs) Expectancy (of success) Satisfaction (one has in the outcome) Teacher specific motivational components Affiliative motive Authority type Direct socialization of student motivation - Modeling - Task presentation - Feedback Group specific motivational components Goal-orientedness Norm and reward system Group cohesion Classroom goal structure Another comprehensive attempt to summarize the motivational components that are relevant to L2 instruction has been made by Marion and Bob Burden (1997) as a part of a larger overview of psychology for language teachers. The motivational components summarized consist of internal factors and external factors. The components of these factors are displayed in the framework below. Table 2: William and Burden’s (1997) framework of L2 motivation (Adapted from Dornyei, 2001) Internal factors External factors Intrinsic interest of activity - arousal of curiosity - optimal degree of challenge Significant others: - parents - teachers - peers Perceived value of activity - Personal relevance - anticipated value of outcome - intrinsic value attributed to the activity The nature of interaction with significant others - mediated learning experiences - the nature and amount of feedback - rewards - the nature and amount of appropriate praise - punishments, sanctions Sense of agency - locus of causality - locus of control RE process and outcomes - ability to set appropriate goals The learning environment - comfort - resources - time of the day, week, year - size of class, school - class and school ethos Mastery - feelings of competence - awareness of developing skills and mastery in a chosen area - self efficacy The broader context - wider family networks - the local education system - conflicting interests - cultural norms - societal expectations and attitudes Self-concept - realistic awareness of personal strengths and weaknesses in skills required - personal definitions and judgments of success and failure - self-worth concern -learned helplessness Attitudes - to language learning in general - to the target language - to the target community and culture Other affective states - confidence - anxiety, fear Developmental age and stage Gender In conclusion, motivation is one variable, which, combined with other factors, influences a learner’s success. 2.1.3 Types of motivation in foreign language learning Motivation can be classified in different ways. In some studies, motivation is categorized into two types: intrinsic and extrinsic motivation Tracing the word “intrinsic” down to its roots, it means “innate” or “within”, thus intrinsic motivation originates in the individual itself. Concerning learning it can be said that the drive or stimulation to learn comes from within the students, hence, the teacher or instructor does not have to ‘manipulate’ the student in any way in order to make him learn. It is an inner desire of the student to fulfill a positive learning outcome. Intrinsic motivation itself is goal related, therefore, it is independent of any kind of external value. Extrinsic motivation can be regarded as the opposite of intrinsic motivation. The goal connected with intrinsic motivation is a positive learning effect that lasts a long time, but the goal of an extrinsic motivated student is completely different. “When individuals are extrinsically motivated, they hold some desired outcome as a goal (e.g., getting a good grade or avoiding punishment), they recognize that a certain way of behaving is an expedient means to that goal, and they make plans to modify their behavior in such a manner that they are likely to experience the desired outcome”. However, motivation in foreign language learning is more broadly categorized into two types: integrative and instrumental motivation In a pioneering study, Gardner and Lambert (1972: 132) highlighted “integrative motivation” which stresses “a sincere and personal interest in the people and culture represented by the other group” and “instrumental motivation” which stresses “the practical value and advantages of learning a new language”. Gardner’s later socio-educational model (1982) adds three aspects of student motivation: effort (time and drive), desire (extent of language proficiency wished for) and effect (emotional reactions to language study). Integrative motivation is the desire on the part of the student to feel an affinity with the people, the society and the culture of the language that is learned, and is usually referred to in the context of living in the target language community (Falk 1978, and Finnegan, 1999). Instrumental motivation, on the other hand, concerns the practical and concrete rewards that student’s desire (Hudson, 2000). This relates to achievement purposes for instance passing an exam or getting a degree. A student’s opinion of a given language is significantly shaped by its perceived usefulness and relevance to future career goals (Chambers, 1999). 2.1.4. Main de-motivating factors affecting motivation in learning foreign language 2.1.4.1 Conceptions of de-motivation Dornyei (2005: 143) defined de-motivation as “specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action”. Deci and Ryan (1985) used a similar term “a-motivation”, which means “the relative absence of motivation that is not caused by a lack of initial interest but rather by the individual’s experiencing feelings of incompetence and helplessness when faced with the activity.” Dornyei pointed out that de-motivation does not mean that all the positive influences that originally made up the motivational basis of a behavior have been got rid of. It only means that a strong negative factor restrains the present motivation with some other positive motives still remain ready to be activated. 2.1.4.2 De-motivating factors affecting motivation in learning foreign language. According to Dornyei, factors de-motivating students’ learning are as follows. The teacher (personality, commitment, competence, teaching method); Inadequate school facilities (group is too big or not the right level, frequent change of teachers); Reduced self-confidence (experience of failure or lack of success); Negative attitude towards the L2; Compulsory nature of L2 study; Interference of another foreign language being studied; Negative attitude towards L2 community; Attitudes of group members; Course-book Basing on Dornyei’s study, factors affecting students’ motivation can be classified into learner’s factors, teacher’s factors, environment factors, and teaching and learning conditions. 2.1.4.2.1. Learner’s factors a. Intelligence: Intelligence is the term referring to performance on certain kinds of tests ( Lightbown & Spada), 1999:52). Through these tests, teachers are able to classify successful or unsuccessful students in the class performance. While some studies have reported that there is a link between intelligence measured by IQ tests and second language learning, some students, in fact, whose academic performance is weak, are successful in L2 learning. b. Aptitude: Aptitude refers to the special ability involved in second language learning (Douglas et al 1995). The relationship between aptitude and second language learning success is a very important one and various studies, such as Gardner (1980) and Skehan (1989) have reported that aptitude is a major factor determining the level of success of second language learning (Douglous et al 1995). Students can have a “good aptitude for learning”. This can infer various things, such as: The understanding of the function of words in sentences. The ability to understand and use grammatical rules. Memory of key words, what they mean and how to use them. An important point regarding aptitude and second language learning is that successful learners may not be strong in all the components of aptitude and can still succeed at learning a second language. For example, some individuals may have strong memories but only average abilities in the other components of aptitude (Spada 1999). c. Personality Learners’ emotional states have a powerful influence on their behavior and performance in the classroom and other learning situations.  There are various theories that claim that personality factors are important predictors of success in second language learning.  Personality traits such as extroversion, introversion, risk-taking, independence and empathy have been the basis of discussions and disputes relating to this topic (Ellis 1986). d. Learning strategies As in all school topics, learning strategies are a factor of second language learning. One definition of learning strategies is: “Steps or actions taken by learners to improve the development of their language skills” (Gass et al 1993: 265). Different learning strategies work best for different people when learning a second language.  For example, one student may learn vocabulary through writing and practicing the vocabulary using cue cards, whereas another student may only read the vocabulary and learn that way. e. Leaners’ belief Most learners have strong belief about how languages are learnt, how their instruction should be divided. “These beliefs are usually based on previous learning experiences and the assumption (right or wrong) that a particular type of instruction is the best way for them to learn. ( Lightbrown, 1999:59) f. Age of acquisition Age is another characteristic of learners which affects learners’ success in second language learning. It is believed that children are better than adults at acquiring a second language. It is also often claimed that there is a critical period for second language acquisition ends around puberty or even earlier. g. Confidence, Anxiety Learner's motivation can vary tremendously according to their confidence and anxiety they have toward the language they are learning and the environment they are in. Not only is anxiety related to motivation, but it is also related to proficiency and more so to communication proficiency, as suggested by Clement, Dornyei and Noels (1994). 2.1.4.2.2 Factors related to learning environment Learning environment involves physical conditions and classroom atmosphere. The former refers to the classroom size, chairs, desk, tables, lights, boards and even bulletin boards. Harmer, J. (1992), replicated by Nguyen Mai Nhung (2003), confirms that such conditions had great influence on students’ learning as well as their attitudes toward the subject matter. These conditions, therefore, affected students’ motivation either positively or negatively. The other factor related to learning environment is a pleasant and supportive atmosphere in the classroom as Lightbown, P.M. & Spada, N. (1999) claim that the supportive and non-threatening atmosphere makes a contribution to learners’ motivation. 2.1.4.2. 3 Teachers’ factors Based on Dornyei (2001), teachers' factors and appropriate teacher behaviors are mentioned as follows: - Enthusiasm - Commitment to and expectations for the students' academic progress - Good relationship with the students - Acceptance - Ability to listen and pay attention to students a. Enthusiasm An American psychologist, Mihaly Csikszentmihalyi conducted a survey into the question "Who have been your most influential teachers?” He then addressed in a thought- provoking (1997) that it was the enthusiastic ones. It is teachers' love; dedication and passion together will commitment toward the subject matter that instills in students a willingness to pursue knowledge. Also, teachers should clearly identify their reasons for loving and being interested in the subject matter or L2, and then share these reasons with their students (Good & Brophy, 1994). b. Commitment to the students' progress Teachers should show commitment towards their students' learning and progress, at the same time they should care for what their students have learnt and succeeded (Dornyei, 2001). In order to express commitment towards the students, teachers should: + offer concrete assistance + offer to meet students individually to explain things + respond immediately when help is requested + correct tests and papers promptly + send learners copies of relevant interesting articles + arrange extra-curricular instructional programs + encourage extra- assignments and offer to assist with these + Show concern when things are not going on + allow students to call at home when they have a problem + be available for overtime.... Furthermore, if teachers treat their students "as if they already are eager learners, they are likely to become eager learners" (Brophy, 1998: 170). c.Teachers' expectations In an experiment in educational psychology, an intelligence test to primary school children, Rosenthal and Jacobson (1968) came to a conclusion that if teachers had high expectations about how well students could study, their students would probably be able to reach high level of achievement. Students tend to perform at a level which is consistent with the teacher's expectations. Particularly, when the teacher sets high expectations, they are likely to perform better at the subject matter and even feel more competent (Good & Brophy, 1987). d. Good relationship with the students - Acceptance: three linchpins of the humanistic psychology; namely; acceptance, empathy and congruence, are of great influence in the development of student-centered teaching. - Ability to listen and pay attention to students: listening to a person is the single most powerful transaction that occurs between ourselves and another person (Wlodkowski, 1986: 28). Following are several gestures which can convey personal attention by Burden (1995) and Paffini (1996): + Greet students and remember their names + Smile at them + Notice interesting features of their appearance + Ask them about their lives outside school + Show interest in their hobbies + Move around in class + Send notes to absent students.... 2.1.4.2. 4. Teaching and learning conditions a. Physical conditions Physical conditions in the classroom refer to the classroom size, chairs, desks, tables, boards and even bulletin boards. Jeremy Harmer (1992) confirmed that such physical condition had great impact on students' learning as well as their attitude towards the subject matter. These affect students' motivation either positively or negatively. L2 teachers should be reminded that the classroom is not only a psychological but & physical environment. The decoration: posters, flowers, funny objects influence strongly the atmosphere. More importantly, teachers should create the ownership of the class among students. He stated "Personalizing the classroom can be seen as students exercising increasing control over their environment" (Dornyei, 2001: 42). b. A pleasant and supportive atmosphere in the classroom Language learning is considered one of the most face-threatening school subjects. Language anxiety has been found to be a powerful factor that hinders L2 learning achievement (Maclntyre, Young, 1999). Thus, it is the teacher's task to create a pleasant and supportive classroom atmosphere. A number of various components contribute to make up the ideal classroom climate such as the teacher's rapport with the students, the students' relationship with each other and the norm of tolerance; which helps students feel safe and comfortable taking risks. It is very important to make students that mistakes are a natural part of learning, and to ensure that they will not be criticized if they make mistakes. Moreover, humor is a very potent factor to improve the classroom atmosphere. The use of humor helps students feel at ease without tension in the air. Scheidecker and Freeman (1991: 138) had a summary on the essence of the ideal classroom climate: "When one watches students enter such a classroom, one classroom, one gets an overwhelming sense that the students shed emotional baggage at the doorway. This is an emotional safe zone." 2.1.5. Characteristics of motivated learners Ellis (1985: 122) replicated findings from studies by Rubin (1975) and Naiman et al. (1978), and drew on a number of characteristics and the qualities of the good language learners. According to them, a good language learner would: - be able to respond to the group dynamics of the learning situation so as to develop negative anxiety and inhibition. - seek out all opportunities to use the target language. - make maximum use of the opportunities afforded to him and to others. - supplement the learning that derives from direct contact with speakers of the L2 with - Learning derived from the use of study techniques. - be an adolescent or an adult. - possess sufficient analytic skills to perceive, categorize, and store the linguistic features of the L2. - possess a strong reason for learning the L2. - be prepared to experiment by taking risks. - be capable of adapting to different learning conditions. Naiman et al. (1978) also mentioned certain typical characteristics associated with motivation, which are displayed by successful learners, namely; - Positive task orientation - Ego-involment - Need for achievement - High aspirations - Goal orientation - Perseverance - Tolerance of ambiguity In short, motivation which is affected by a number of factors on both the part of the teacher and the part of the learner, has been considered to play an important role in L2 teaching and learning. It is, moreover, of significance in teaching and learning L2 speaking. The following part will deal with several features of L2 speaking activities. The below parts also suggests some ways to motivate learners in learning English speaking skills. 2.2 Theoretical backgrounds of teaching speaking skills 2.2.1 What does speaking involve? Learning to speak a foreign language requires more than knowing language features, its grammatical and semantic rules". Learners must also acquire knowledge of how native speakers use the language in socially constructed interactions, which involves many factors. Hymes (1971) assumes that L2 learners need to know not only the knowledge but also the culturally acceptable ways of interacting with others in different situations and relationships. His theory of communicative competence (1971) consists of the interaction of grammatical, psycholinguistic, sociolinguistic and probabilistic language components. Built on Hymes’ theory, Canale and Swain (1980) propose that communicative competence includes grammatical sociocultural competence - later developed in discourse competence socio-cultural competence (Canale, 1983) and strategic competence. Based on this framework, we will portray tine abilities underlying speaking proficiency. Lexis and grammar, the use of a number of common lexical, especially to perform certain language functions such as agreeing, disagreeing, expressing surprise, approval, etc. Connected speech: i.e. common phenomenon in spoken interactions in which so are modified (assimilation), omitted (elision), added (linking r) or weak (through contractions and stress patterning). Effective speakers thus need to be not only producing individual phonemes (as I would have gone) but also to connected speech (I'd've gone). Expressive devices: native speakers of English change pitch and stress of paretic parts of utterances, or vary volume and speed to convey meanings beyond words, especially in face-to-face communication. Students need to recognize deploy some of such features and if they are to be Effie -communicators. Compensating language: effective speaking benefits from the language of negotiation that we use to seek clarification and to show the structure of what we are saying. Language processing: effective speakers need to be able to process language in their own heads and put it into coherent order so that it comes out in forms that are not only comprehensible but also convey the meaning that are intended. One of the main reasons for including speaking activities in language lessons is to help students develop habits of rapid language processing in English. Interacting with others: most speaking involves interaction with one or more participants. This means that effective speaking involves a good deal of listening and understanding of how the other participants are feeling and a knowledge of how linguistically to take turns or allow others to do so. Real item information processing: the ability to process the information others tell us the moment we get it. The longer it takes, the less efficient we are. Sociolinguistic knowledge: knowledge of language alone does not adequately prepare learners for effective and appropriate use of the target language. Learners must have competence which involves knowing what is expected socially and culturally by users of the target language. Understanding the sociolinguistic side of language helps learners know what comments are appropriate, know how to ask questions during interaction, and know how to respond nonverbally according to the purpose of the talk. 2.2.2 Communicative language teaching (CLT) approach Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as “Communicative approach to the teaching of foreign languages” or simply the “Communicative Approach”. As an extension of the notional-functional syllabus, CLT also places great emphasis on helping students use the target language in a variety of contexts and places great emphasis on learning language functions. Unlike the ALM, its primary focus is on helping learners create meaning rather than helping them develop perfectly grammatical structures or acquire native-like pronunciation. This means that successfully learning a foreign language is assessed in terms of how well learners have developed their communicative competence, which can loosely be defined as their ability to apply knowledge of both formal and sociolinguistic aspects of a language with adequate proficiency to communicate. CLT is usually characterized as a broad approach to teaching, rather than as a teaching method with a clearly defined set of classroom practices. As such, it is most often defined as a list of general principles or features. One of the most recognized of These lists are David Nunan’s (1991) five features of CLT: 1. An emphasis on learning to communicate through interaction in the target language. 2. The introduction of authentic texts into the learning situation.  3. The provision of opportunities for learners to focus, not only on language but also on the learning process itself. 4. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. 5.  An attempt to link classroom language learning with language activities Outside the classroom. These five features are claimed by practitioners of CLT to show that they are very interested in the needs and desires of their learners as well as the connection between the language as it is taught in their class and as it used outside the classroom. Under this broad umbrella definition, any teaching practice that helps students develop their communicative competence in an authentic context is deemed an acceptable and beneficial form of instruction. Thus, in the classroom CLT often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency-based activities that encourage learners to develop their confidence, role-plays in which students practice and develop language functions, as well as judicious use of grammar and pronunciation focused activities. 2.2.3 Aspects of speaking skills in CLT class. 2.2.3.1 Teaching interactional skills In the light of CLT approach, the goal of language study is to communicate competently in that language. Richard, Platt and Weber (1985), (replicated in Nuna., 1999) characterize four dimensions of communicative competences as follows: - Knowledge of the Grammar and Vocabulary of the language - Knowledge of the rules of speaking (e.g. knowing how to begin and end conversations, knowing what topics can be talked about in different types of speech events, knowing which address forms should be used with different persons one speak to and in different situations; - Knowing how to use and respond to different types of speech acts such as requests, apologies, thanks, and invitations; - Knowing how to use language appropriately. Nunan, D., 1999, p.226 Accordingly, in the speaking class, teachers need provide their students with interactional skill, for example, how to open and close conversations, how to make turns and interrupt, and how to respond appropriately, ect. 2.2.3.2 Integrating pronunciation teaching For many teachers and students, pronunciation is one of the most difficult areas because of mother tongue interfere and feelings of awkwardness, inhibition, embarrassment, fear or losing face. Hedge, T. (2000) claims that it is teachers’ responsibility to decide when to focus on pronunciation, and on which aspects. It is now agreed that in CLT class, pronunciation can be integrated into speaking lessons, either through activities which prepare for speaking tasks or through follow-up activities. Individual sounds, words stress, sentence stress, and various types of linking can be drawn out of many classroom activities. Likewise, intonation can be picked out from dialogues in textbook materials to show students its importance in indicating attitudes and emotion in conversation. 2.2.3.3 Accuracy and fluency According to Hedge, T. (2000:261), “as communicative approaches have developed, teachers have been concerned to ensure that students not only practice speaking in a controlled way in order to produce features of pronunciation, vocabulary, and structure accurately, but also practice using these features more freely in purposeful communication”. Teachers will therefore need to design both accuracy-based and fluency based activities. * Accuracy: When we say someone speaks English with accuracy, we mean they speak English without or with few errors in grammar, vocabulary and pronunciation. Grammar: The student uses correct word order, tenses, agreement, etc. The student does not leave out articles, prepositions, or difficult tenses. Vocabulary: the student has a range of vocabulary that corresponds to the syllabus year list and uses words you have taught the student uses a wide range of vocabulary. Pronunciation: When the student speaks most people will understand. The message that the student is trying to get across is clear because 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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