UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA
La Universidad Católica de Loja
ÁREA SOCIO HUMANÍSTICA
TÍTULO DE LICENCIADO EN CIENCIAS DE LA EDUACIÓN
MENCIÓN INGLÉS
English language students and their motivation to learn the language
TRABAJO DE TITULACIÓN
AUTOR: Díaz Iza, Harold José
DIRECTOR: Paredes Zúñiga, Fabián Marcelo, Mgtr.
CENTRO UNIVERSITARIO QUITO
ii
Aprobación del Director del Trabajo de Titulación
Magister:
Fabián Marcelo Paredes Zúñiga.
DOCENTE DE LA TITULACIÓN
De mi consideración:
El presente trabajo de titulación: English language students and their motivation to
learn the language, realizado por Díaz Iza Harold José, ha sido orientado y revisado durante
su ejecución, por cuanto se aprueba la presentación del mismo.
Loja, marzo de 2016
iii
Declaración de Autoría y Cesión de Derechos
“Yo, Díaz Iza Harold José declaro ser autor del presente trabajo de titulación English
language students and their motivation to learn the language, de la Titulación de Ciencias de
la Educación mención Inglés, siendo el Mgtr. Fabián Marcelo Paredes Zúñiga director del
presente trabajo; y eximo expresamente a la Universidad Técnica Particular de Loja y a sus
representantes legales de posibles reclamos o acciones legales. Además certifico que las ideas,
conceptos, procedimientos y resultados vertidos en el presente trabajo investigativo, son de mi
exclusiva responsabilidad.
Adicionalmente, declaro conocer y aceptar la disposición del Art. 88. del Estatuto
Orgánico de la Universidad Técnica Particular de Loja que en su parte pertinente textualmente
dice: “Forman parte del patrimonio de la Universidad la propiedad intelectual de
investigaciones, trabajos científicos o técnicos y tesis de grado que se realicen a través, o con
el apoyo financiero, académico o institucional (operativo) de la Universidad”
iv Dedication
The present study is dedicated to my parents, wonderful example of faith, love and
sacrifice, to my brother for his support and for always believing in me.
v
Acknowledgment
First, I would like to express my deepest gratitude to God who has given me the health
and strength during these years.
I would like to thank my parents, whose unconditional support have helped me to get
my goals and who have been an example of struggle, achievement and work.
I would like to thank Mgtr. Fabián Marcelo Paredes Zuñiga for his support, time and
guidance in the development of this study.
I would like to thank all the authorities from the high school in which the study took
place, who allowed me to do the class observations and gather information, and all the
students that helped me to develop my research.
To my friends and colleagues with whom I have had the opportunity to share good and
bad times.
vi Contents
Cover i
Aprobación del Director del Trabajo de Titulación ii
Declaración de Autoría y Cesión de Derechos iii
Dedication iv
Acknowledgment v
Contents vi
List of tables/graphs vii
Abstract 1
Resumen 2
Introduction 3
Chapter I: Literature Review 6
Chapter II: Method 22
Chapter III: Results and Discussion 25
Description, Analysis, and Interpretation of Results 25
Conclusions 40
Recommendations 42
References 43
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List of tables/graphs
Graph 1. Do you like to learn English? ... 25
Graph 2. Are you motivated to learn English in class? ... 25
Graph 3. Do you like your teacher’s way of teaching English?... 27
Graph 4. Do the following aspects motivate you to learn English in class? ... 29
Graph 5. Do the following activities motivate you to learn English? ... 31
Graph 6. What is your teacher’s attitude in class? ... 33
Graph 7. What is the role of your teacher in class? ... 35
1 Abstract
The present study “English language students and their motivation to learn the language” has the aim to learn about the students’ perceptions in relation to their motivation to learn English inside the classroom by answering two main questions: What do you think motivates students to learn English? and What do you think hinders students to learn English?
In order to answer these questions, two main instruments were used: an observation class and a student’s questionnaire. The data collected were analyzed using a quantitative and qualitative method. The sample was selected from a public high school, where each class has more than 20 students. The participants in this study were 100 students, from five different
classes, covered one 8th grade of Basic Education, one 9th of Basic Education, one 10th of
Basic Education, one 1st of Bachillerato and one 2nd of Bachillerato.
The analysis takes the most relevant data to show that activities, teachers’ attitude and
role, methodologies and other aspects play an important role in the motivation to learn English in the classroom.
2 Resumen
El presente estudio "los estudiantes del idioma inglés y su motivación para el
aprendizaje del idioma" tiene el objetivo de conocer la percepción de los estudiantes en
relación con su motivación para aprender inglés en el aula respondiendo a dos preguntas
fundamentales: ¿Qué cree que motiva a los estudiantes a aprender inglés? y ¿Qué cree que
dificulta a los estudiantes el aprendizaje del idioma inglés?
Para responder a estas preguntas, se utilizaron dos instrumentos principales: una clase
de observación y un cuestionario para el alumno. Los datos recogidos fueron analizados
mediante un método cuantitativo y cualitativo. La muestra fue seleccionada de un colegio
público, donde cada clase tenía más de 20 estudiantes. El tamaño de la muestra fue de 100
estudiantes, de cinco clases diferentes, un octavo grado de Educación Básica, un noveno
grado de Educación Básica, un décimo grado de Educación Básica, un primer año de
Bachillerato y un segundo año de Bachillerato.
El análisis toma los datos más relevantes para demostrar qué actividades, actitudes,
roles de los docentes y metodologías motivan el aprendizaje del inglés.
3 Introduction
English teachers are aware of the difficulties to reach their teaching goals in the
classroom and how aspects such as motivation, attitude, language anxiety and gender of the
students are important in the classroom. It is well-known that students with an appropriate
motivation, a positive attitude to learn, a low anxiety and a constant exposition to the
language can develop and acquire successfully linguistics skills to be a competence speaker of
the language.
In addition, aspects such as teacher’s role and a good relationship between teacher and
student can be a motivational factor to learn the language. English teachers needs to realize
that motivation and language acquisition have a close relationship and must be linked to
student’s intrinsic aims and desires.
Likewise, motivation is fundamental to reach a goal but in general motivation can be
separated into intrinsic and extrinsic motivation. Intrinsic motivation is inner and implies doing an activity because someone wants to do it. Intrinsic motivation does not need an external reward; success is the reward in this type of motivation. Brown (2002) states that people motivated by their own wants and needs almost always are successful. In contrast, Brown (2002) explains that extrinsic motivation comes outside the learner through external rewards such as teachers or school requirements; these rewards push students to achieve an activity. In addition, without good grades, high scores, and praises students will be
unmotivated to study English very hard.
In Ecuador, the lack of motivation in the high schools has become a negative factor in
the learning English process.
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do you think motivates students to learn English? and What do you think hinders students to learn English?
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The research findings in this study can benefit teachers, students and public interested to know about factors that motivate or hinders to learn English, but this research benefits specially to future researchers that can take this work as a starter point for futher researches.
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Chapter I: Literature Review
The following literature review states the most important ideas that influence on students to learn English as a second language. Moreover, it summarizes books and previous researches that help us to understand features that affect the English learning process.
Motivation to Learn English
Intrinsic Motivation
Intrinsic motivation is inner and implies doing an activity because someone wants to do it. Intrinsic motivation does not need an external reward; success is the reward in this type of motivation. Brown (2002) states that people motivated by their own wants and needs almost always are successful. Moreover, Brown identifies that reasons and rewards for learning English are important features that make motivation internal and probably stronger.
Furthermore, to achieve a language learning goal, learners needs to cultivate feelings that allow them to develop good language backgrounds. Feelings such as competence and skills development as well as personal control in the learning process will contribute to increase intrinsic motivation for learners. Affective rewards are common features in an intrinsic motivation and can help to sustain day-to-day engagement in L2 learning, in interaction with goals and objectives that provide the motivation rationale (Lasagabaster, Doiz, & Sierra, 2014).
Extrinsic Motivation
Brown (2002) explains that extrinsic motivation comes outside the learner through external rewards such as teachers or school requirements; these rewards push students to achieve an activity. In addition, without good grades, high scores, and praises students will be unmotivated to study English very hard. In addition, Brown (2002) states that external
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Doiz, and Sierra (2014) mention that an effective external motivation needs to be situated in a social context, where the external rewards take a relational view and consider multiple contextual elements such as the classroom, social relations, activities undertaken, personal goals set and learner-teacher self-reflection.
To exemplify external motivation, Brown (2002) states that in many countries English is compulsory in junior and senior high school. Students in this context are push to get good grades or pass an exam as an external reward, not because they want to improve their English. In addition, Lasagabaster, Doiz, and Sierra (2014) states a Motivational Process Model that identify four different stages of motivational teaching practice: creating the basic motivational conditions, generating initial motivation, maintaining and protecting motivation, and
encouraging positive introspection.
Activities or Strategies that Motivate Students to Learn English
Motivational strategies are techniques that influence and promote classroom L2 learning; commonly, they are organized into themes to acquire the L2 language. Some strategies focus on internal structures of a typical class or on structure units, an example of these strategies denote presenting new material, giving feedback, setting up communicative tasks or assigning homework (Dörnyei, 2001).
According to Dörnyei (2001), designing a primarily trouble-shooting guide is a good strategy to manage the classroom’s motivational life, in this guide the teacher lists
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motivating effects, for example, showing a good example and modelling student behavior; communication and rapport with the students; consciousness raising about self-regulated strategies; or stage managing classroom events.
Ambrose, Bridges, DiPietro, Lovett, and Norman (2010) mention a strategy that can help to motivate student to learn English. They mention that a good way to motivate language acquisition is ensuring alignment of objectives, assessments, and instructional strategies, when these three elements are aligned students have the opportunity to practice and get feedback. Students are more motivated because they feel confident and supported by the teacher.
Identify an appropriate level of difficulty is essential to motivate students to learn English. Providing appropriate tasks or activities help to prior knowledge and experiences as well as plans and goals. Early success opportunities also help to motivate students; future performance are influenced by past experiences. Early success motivates students to learn and help to avoid bad past experiences (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010).
Similarly, articulating expectations and providing rubrics can be effective strategies of motivation; a clear articulation of goals can make a connection between the course actions and desired outcomes. On the other hand, rubrics represent the performance expectations that can influence on the students’ motivation. Moreover, motivation to learn English can be influenced by feedback. Feedback when is timely and constructive provides information about the progress of learning and it can have a great motivational effect (Ambrose, Bridges,
9 Teaching Approaches and Methods
Communicative Language Teaching
Richards and Rodgers (2001) consider Communicative Language Teaching as an approach rather than a method, and it uses diverse principles to reflect a communicative interpretation of language. In a Communicative language teaching, the priority is the interactive processes of communication. Nevertheless, being able to communicate required not only a linguistic competence but also communicative competence; this view allows to shift in a linguistic structure-centered approach to a Communicative approach (Larsen-Freeman, 2001).
Communicative Language Teaching assumes that language teaching will reflect reading, writing, listening and speaking domains from a communicative competence. Particular aspect of communicative competence is included in the curriculum and
instructional objectives according level and communicative needs of learners (Richards & Rodgers, 2001). In addition, Communicative Language Teaching makes communicative competence the goal of the language teaching and acknowledge the independence between language and communication. This point of view enables to students to communicate in the target language, knowing the linguistic form, meaning and function (Larsen-Freeman, 2001).
Cooperative Language Learning
The aim of Cooperative Language Learning is to organize activities where learners work in groups to exchange information; each learner is held accountable for his or her learning. In second language teaching Cooperative Language Learning promotes
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Although, in Cooperative Language Learning the work in groups is important. The way in which students and teachers work together makes the distinctive feature. Cooperative Language Learning allows teachers to teach students collaborative or social skills to work together. In this approach, students learn how to work better together because they are in the same groups for a period. Teachers commonly assign students in mixed groups to combine males and females, different ethnic groups, different proficiency levels, etc. This combination allows students to work with people different to themselves and learn each other (Larsen-Freeman, 2001).
Content-Based Instruction
In second language teaching, Richards and Rodgers (2001) state that Content-Based Instructionapproach organizes the teaching around the knowledge or information that
students need to acquire, rather than linguistic or syllabus. Content-Based Instructionhas two
main central principles; the first principle states that people learn a second language when they use the language to acquire information; the second principle remarks that the central priority for learning a second language is the necessity to access to content academic learning and teaching.
Using content is not an innovative idea. For years, courses have included content for academic disciplines or professions. The essential contribution of Content-Based Instruction is the integration between learning a language and learning academic content. Moreover, academic subjects provide a natural content for language instruction. When the academic subject is in a non-native language, it provides a clear language objectives and content learning objectives (Larsen-Freeman, 2001).
Task-Based Language Learning
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Teachers design tasks to allow students to notice how language works in communication, also tasks emphasize in the use of the language as a central role.
Likewise, Larsen-Freeman (2001) focuses the aim of Task-Based Language Learning in a natural context for beginning use. Learners have the opportunity to interact each other when they work in task; this interaction facilitates language acquisition and allows learners to express their own meaning. Larsen-Freeman mentions Candlin and Murphy note, “The central purpose we are concerned with is language learning, and tasks present this in the form of a problem-solving negotiation between knowledge that the learner holds and new knowledge”, to emphasize the main idea of Task-Based Language Learning.
Teachers have to know how students are involved in the learning process. To do this, teachers need to negotiate with the class in order to adjust learners’ perceptions of relevance and their readiness to learn (Larsen-Freeman, 2001).
Translation Method
According teachers that use Translational Method, learning a language has the purpose of reading literature written in the target language. Students have the necessity to learn
grammar rules and vocabulary of the target language (Larsen-Freeman, 2001). This feature is the main goal in Translational Method. Reading literature in the target language benefits mental discipline and intellectual development that aid foreign language study (Richards & Rodgers, 2001).
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Vocabulary selection is based in text used, and words are taught in a bilingual form using dictionaries and memorization. In Translational method, grammar is presented with its equivalences and prescribed by translation exercises (Richards & Rodgers, 2001).
Total Physical Response
Total Physical Response is a method that involves a coordination between speech and action; physical activity is the main idea uses for teaching a language. James Asher, professor of psychology at San Jose State University, California, developed Total Physical Response; he included traditions, psychology, learning theory and Harold and Dorothy Palmer’ s language teaching procedures to establish his method. Total Physical Response reflects grammar-based view of the language; the skillful of the instructors to use the imperative allows the grammatical structure of the language target and vocabulary items be taught more effectively (Richards & Rodgers, 2001).
Total Physical Response focuses its activities in oral proficiency at a beginning level. Courses that apply Total Physical Response try to produce competence language speaker that can be intelligible to a native speaker (Richards & Rodgers, 2001). In addition, this method tries to reduce the stress people feeling to communicate in other language (Larsen-Freeman, 2001).
Two phases characterize Total Physical Response. The first phase models the lesson and allows teachers give commands that will be performed by the whole class. A second phase demonstrates that command gave in the first phase can be performed by students alone. Students that observer also can demonstrate their understanding (Larsen-Freeman, 2001). Action-based drill in the imperative form must be attainable in this method (Richards &
13 The Roles of a Teacher
Harmer (2007) defines three main roles of a teacher in a class. He defines teacher roles as controllers, participant and resource. On the other hand, Scrivener (2005) states controller, enabler and explainer roles.
Controller teachers are often in the front of the class, they are in charge of the class activities such as register, tell students things, organize drilling, read aloud and other activities. Controlled teachers usually transmit the knowledge from themselves to their students; when teachers are experienced or good controller teachers with their charisma, they can inspire to students to learn a language, but not all teacher have the ability to inspire. Unexperienced or bad controller teachers can deny students access to their own learning because teachers focus everything on themselves. In addition, they can cut down on
opportunities for students to speak when the class is a whole group, also the transmission of
knowledge will be ineffective due to the lack of variety in the activities and classroom atmosphere (Harmer, 2007).
Likewise, Scrivener (2005) mentions controller teachers, but he calls them enabler teachers. For Scrivener, an enable teacher feels confident to share control with learners, or control them enterily. Decisions are often negociated, but the teacher leads from the students trying to create the condition that allows students to learn from themselves. Enable teachers are concern of how individuals or groups are thinking and feeling in the class, they response to this on planning or developing methods to build an effective working relationship between teacher and students and a worthy classroom atmosphere.
The second role mentioned by Harmer (2007) is the participant role. A teacher in a
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from inside instend outside the group. When this gos well, students learn more and participant is more enjoyable than the resource of acting. In a participant role teachers usually have more English at their disposal than the students, and the tecaher is perceived as the autority and is listened to with more attention than other students.
The participant role is a little different from the involver role mentioned by Scrivener (2005); in a involver role, teachers knows the subject matter, the teaching methodology and the appropiate teaching and organizational procedures and techniques to help student to learn a subject matter. The teachers try to involve the students actively and find appropiate and interesting activities while still retaining clear contro over the class.
Resource role is the third role mentioned by Harmer (2007), in this role teacher takes part of an activity as a resorce, for example, suposse that students are involved in a peace of writing to accomplish this task the students can ask to the teacher meanings of word or
phrases, the teacher can give them the asnwer to their question, this means that the teacher is a resource like a website or a book. A diverse role is the explainer; in this role, teachers know the subject matter very well, and allows them to explain and give information to the students, also the teacher’s lessons are entetained, interested and informative. Sudents usually listening, asking and answering question; the explainer role has the aim to give information to the students.
Even though, books are a good source of information. Previous reserchers offers additional evidence. The following section is a synthesis of five previous researches related with the topic. This synthesis describes research’s aspects such as purposes, metodologies and conclusions used by the researcher.
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level students was used in order to understand attitudes and motivation to learn a second language, English, in an informal context. A total of 126 Iranian university level students, currently enrolled at Tehran Payame Noor University, were recruited.
Jamshidi used Gardner’s socio-educational model to know motivation and attitudes toward learning English in an informal context. He investigated the impact of Internet in the motivation and attitudes. Questionnaries were used for this study. The questionnary’s sections, an adapted version of the AMTB developed by Gardner, Tremblay and Masgoret, had the aim to investigate motivation and attitudes of students. Items in these sections were rated on a 7-point Likert scale ranging from -3 (strongly disagree) to +3 (strongly agree). Statistical Package for Social Sciences (SPSS) was used to perform data analysis of computer coded data obtained.
Motivation sub-scales indicated moderate positive means for motivational intensity and attitudes toward English, and a higher mean for desire to learn English.
Attitudes toward the Internet-based informal context indicates that the participants had positive attitudes toward learning English using the Internet in informal context. Motivation and attitudes toward the Internet-based informal context showed a significant moderate correlation. As compared to integrativeness, attitudes toward the Internet-based informal context has a relatively small effect on motivation.
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toward the Internet-based informal context and the text-based on-line communication helps alleviate communication apprehension. Language learners feel less apprehensive in on-line communication because they can make full use of their advantage of reading and writing skills to understand messanges.
The second research made by Gilakjani and Ahmadi (2011) examines two main hypotheses, the first one states that Iranian EFL students are both intrinsically and extrinsically motivated and the second one states that there are motivational differences between Iranian EFL male and female students intrinsic motivation among male and female. For this study, 30 female and 30 male Iranian EFL students from 2 different English
Translation classes at the Islamic Azad University of Lahijan were survey. The students had an age between 21 and 25 years old and have been studying English since 1999.
Gilakjani and Ahmadi used questionnaire to show students’ motivation for learning English. Each questionnary had 16 items (8 intrinsic motivation and 8 extrinsic motivation). The questionnaires emphasised motivational differences among Iranian EFL students.
To analyse the data the researchers used a descriptive analyses in order for getting the results for the motivation orientation of Iranian EFL students learning English. Two reliability tests to check for internal consistency of both intrinsic and extrinsic motivation were uses each 8-item questionnaire. The reliability coefficients were high and confirmed the internal consistency of 16 items in the questionnaire.
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the overall mean scores of the items in intrinsic motivation among male to the female and concluded that they have an extrinsic motivation toward foreign language learning.
Gilakjani and Ahmadi concluded that Iranian students had a stronger extrinsic motivation to learn English. Female students have stronger intrinsic motivation orientation than extrinsic motivation because females tend to be more socially dependent and more eager to integrate with social norm. In addition, male students have stronger extrinsic motivations orientations than intrinsic motivation because they think more career-oriented than females. The whole study found that females students had stronger intrinsic motivation while male students had stronger extrinsic motivations.
Another conclusion shows that teachers should adjust their teaching techniques based on their students needs to motivate male and female students to learn English. Motivating students is necessary to ensure learners academic growth and encouragement can make learning more efficient and improve the classroom atmosphere. On the other hand, literature of the English-speaking countries through visual, written and audio forms.raising can be used to motivate English students.
In the Yemeni context, the third research made by Attamimi and Rahim (2011) investigates the relationship patterns between socio-economic factors, for example, parental occupations, cultural capital, and motivation to learn English. For this study, the participants were 42 fourth-year students in the English Department of the College of Arts and Education, the Hadramout University of Science and Technology, Yemen.
socio-18
economically established in the learners’ social environment. In addition, the study assumes EFL students’ integrative motives and the relationship between socio-economic status and motivation to learn English.
Attamimi and Rahim used two sets of questionnaires that were administered to 142 fourth-year Yemeni students. A correlational analysis of both questionnaires carried out the degree and direction of relations between motivation to learn English and socio-economic factors. The researchers also obtained supportive data through qualitative research methods using interviews. The findings from the questionnaires and the interviews combined provide the degree of relationships among the investigated variables as well as the students’ habitus.
The results of the basic descriptive analyses show that the motivation of the sample is generally characterized by high levels of Integrativeness, Motivation, and Orientations.
Attamimi and Rahim concluded that the study reveal that the Yemeni EFL students have strong integrative tendencies towards the local teaching language group and high level of motivation to learn English. Language used is inextricably linked to social class and status, the students’ motivation to learn English is influenced by membership in a certain socio-economic strata (Lifrieri, 2005). Via all their motivational levels social stratification influences all the sample in the study to learn English.
Likewise, the study provides further confirmation of the impact of learners’ socio-economic factors on their integrative tendencies in particular and on motivational patterns in general in FL learning.
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individual preferences, and problems in EFL education. In addition, four key areas of student motivation theory, self-efficacy, needs and goal incentives, the rise of the self in a
traditionally communal society, and de-motivation were taken into account. The survey questionnaires were completed by 116 Chinese, 340 Korean, and 213 Japanese university students, the participant universities were Shanghai Maritime University in China; Inha University, Korea University, and Dongguk University in Korea; and Nihon University and Kanda University of International Studies Japan.
For Life, in general English confidence education and ability to learn the average appreciation for general education resonates with students in China and Korea but a below average appreciation with students in Japan.
This study shows that Chinese students feel most confidence than Korean and Japanese students about their English abilities. This lack of confidence affects the quality of English education and in the ability to learn English in both Japanese males and non-English majors.
Classroom settings are factors that motivate learning a language. The most
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Likewise, students still feel comfortable with lecture style instruction and group and class work are preferred over individual work.
Life concluded that students want to learn English and want to use their English in both inside the classroom and in their lives. Relevant topics and examples on practical individual and group projects develop skills inside and outside of the classroom. Students want to practically apply their English skill and understand how they can do so.
Likewise, Life concluded that student motivation and desired government policy offers a goal for instructors to strive,and that social norms and practical reality of the Asian education system allow for change but only gradually and within the social context.
The fifth research made by Ditual (2012) finds out the relationship between the two selected variables: the socio-economic background of English 1 students, the techniques used by their teachers in teaching English, and the students’ motivation for and attitude towards learning English. He specially formulates the folloving inquiries:
- What constitutes the student’s socio-economic background in terms of the following?
- Are the learners motivated to learn the second language? If the learners are motivated, are they instrumentally or integratively motivated?
- What are the techniques used by the teachers in teaching English as a second language?
- Is there any significant relationship between the students’ socio-economic background and their motivation for and attitude towards learning English?
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Ditual conducted this survey at Mindanao State University, Marawi City, Philippines. The researcher applied instruments to students of five classes the College of Social Sciences and Humanities.
This study applied a combination of qualitative and quantitative analysis. The interpretation of the results of the data used a statistical formula. Descriptive-correlation design was used in describing the relationship between the respondents’ socio-economic background and the teaching techniques. In addition, the researcher used different research instruments like observation to find out the teaching techniques of the English teachers. The researcher designed a questionnaire distributed to the respondents to find out if there is a relationship between the motivation and attitude of the respondents in learning English and the observed techniques. Besides, another questionnaire was designed to elicit personal data like the socio-economic background and some information concerning motivation for and attitude towards learning English.
Ditual concluded that the respondents were driven by their individual goals and purposes of learning English to reflect their orientation of motivation. They were not only instrumentally but also integratively motivated to learn English for their future careers, Ditual says, “They had been intrinsically motivated even before the start of their English 1 classes since their socio-economic situation and the techniques of their teachers did not affect their motivation for and attitude in learning English.”
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Chapter II: Method
Setting and Participants
This study was carried out in Quito, Ecuador. The sample was selected from a public
high school, where each class has more than 20 students. The participants in this study were
100 students, from five different classes, covered one 8th grade of Basic Education, one 9th of
Basic Education, one 10th of Basic Education, one 1st of Bachillerato and one 2nd of
Bachillerato. The students were aged between 12 to 17 years old; students of 8th, 9th, and
10th attend classes in the afternoon; students of 1st and 2nd of Bachillerato attend classes in
the morning. All these classes have a different English teacher. To select the sample, the first
step in the process was to identify the people and the place to study. This involved to select
the individuals to gather the necessary information to answer the questions’ research. In
addition, the individuals selected were representative of the entire group of each class. To
select the individuals a simple random sampling was used, this sampling was selected because
any individual has an equal probability of being selected from the population.
Procedure
This research started gathering information to develop the literature review, this
information was gathered from books, articles, journals, virtual libraries and on the Internet,
the information was selected and classified according to these topics: motivation to learn
English with the subtopic intrinsic and extrinsic motivation, activities or strategies that
motivate students to learn English, teaching approach and methods with the subtopics
communicative language teaching, cooperative language learning, content-based instruction,
task-based language learning, translation method and total physical response, finally the
information collected was related with the role of the teachers .
After gathering the bibliographic information and writing the literature review, the
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selection of the people and place to study. The next step was to obtain the high school’s
permissions to proceed with the study. These permissions were necessaries before enter a site
and collect data. To obtain the permission was compulsory to write a formal letter to the
highest authority of the high school, this formal letter included the most relevant aspects of
the research like purpose of the study, the among of time to collect data, time required of
participants, instruments and how the data and results will be used. Once the place,
population, and permissions was established, a simple random sampling was used to
determine the sample of each class; this sample, 20 students, was a representative group of the
entire class. The next step was the application of the students’ questionnaires, once these
questionnaires were filled, the observation of the class was done.
In addition, this study used a quantitative and qualitative method. To set up the
quantitative analysis and obtain the necessary data, observational class and student’s
questionnaires were used. As was mention before this study used two instruments to collect
data, a students’ questionnaire and an observation sheet. The students’ questionnaire consists
of several questions to record the students’ criteria related with the motivation to learn
English as a second language. This instrument was created to report individuals scores that are
reliable and valid. This instrument was reliable because showed that the information was
stable and consistent, and was valid because the information that collected had the enough
evidence to demonstrate that the test interpretation matches its proposed use. The another
instrument was the observation sheet, this instrument had statements to be filled by the
observer and had a section to take some notes about the observed class. This instrument was a
support of the first instrument.
On the other hand, the qualitative analysis was done by taking in to account the
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to motivate to learn English in the classroom. This collection of facts was done through direct observation sheets that recorded meaningful events which took place during the class.
The information got from surveys was organized, tabulated and expressed in
percentages that were represented by statistical graphs that visually support the data and
provide a better understanding of the information collected. Furthermore, the data from the
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Chapter III: Results and Discussion
Description, Analysis, and Interpretation of Results
The following section presents an analysis and a graphical representation of the data collected from the students and class observations; the data contains the most important aspects that influence on students to learn English as a second language. Likewise, the data has been represented graphically to show a comparison among the diverse factors involved in the learning and teaching process to acquire a second language.
What do you think motivates students to learn English?
Graph 1. Do you like to learn English?
Author: Díaz Iza Harold José Source: Student´s questionnaire
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the students reject to learn English, a reason for this behavior is the complexity of the language.
In effect, during the class observation, the students were willing to learn the language; they showed interest in the topic paying attention to the teacher and following the instructions gave in the class. Likewise, the students were involved in the activities and used the new knowledge acquired.
We can realize that intrinsic motivation plays a fundamental role in the English learning process, this motivation is reflected by the wish to know the language to have an effective conversation with English speakers. Moreover, learners cultivate feelings that allow them to develop good language backgrounds (Lasagabaster, Doiz, & Sierra, 2014).
Graph 2. Are you motivated to learn English in class?
Author: Díaz Iza Harold José Source: Student´s questionnaire
27
teach and they are comfortable with the teachers’ methodologies. Moreover, students agree that the language is difficult but the teachers help them with the problems in the learning and teaching process. On the other hand, the 18% of the students feel unmotivated to learn
English, one reason that supports this percentage is the lack of participation in the class due to the time constraints, these students consider that the activities made in class are not
sufficiently entertaining to participate or be involved.
Basically, during the class observation, the teachers used some motivational techniques to reinforce learning, these techniques were effective because the students increased the level of participation in class and committed to work in the book activities.
In addition, one essential part of learning a language in the class is the identification of the appropriate level of difficulty, the identification and solution of problems during the teaching can avoid limitation and motivate students to learn English. Providing an appropriate tasks or activities help to prior knowledge and experiences as well as plans and goals. Success opportunities motivate students in future performances and help to avoid bad past experiences (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010).
Graph 3. Do you like your teacher’s way of teaching English?
28
Graph 3 illustrates that more than three quarters of the students like the way in which their teachers teach English, the other part does not like the teachers’ way to teach. The 78% shows that the students agree that teachers try to explain the subject slowly and in a fun way, teachers in many cases are dinamic and repeat essencial parts of the subject that are difficult for the students. Nevertheless, students do not understant the subject due to teachers use a vocabulary that is unknown by the students.
Students are happy with the teachers’ methodologies and some class activities. On the other hand, the 22% of the students feel uncomfortable with the way of teaching English, a reason for this result is the use of negative reinforcement like substract points in their grades or assesments.
During the observation, the teachers managed different roles in the class, sometimes they were controlles or involvers, those roles helped the students to be more active and make more dynamic the class. In addition, teachers usually controlled the class activities, but there were moments in which they participated to help the students to reach the goal of the
activities.
There are many ways to teach English, these ways imply the role of the teachers in the motivation environment; teachers can control and transmit the knowledge from themselves to their students; when teachers are experienced or good controller teachers with their charisma, they can inspire to students to learn a language, but not all teachers have the ability to inspire (Harmer, 2007), other teachers can be involver, these teachers know the subject matter, the teaching methodology and the appropiate teaching and organizational procedures and techniques to help student to learn a subject matter (Scrivener, 2005).
29
mistakes. This participation helps to organize things or activities from inside instend outside the group. When this gos well, students learn more and participant is more enjoyable than the resource of acting (Harmer, 2007).
Graph 4. Do the following aspects motivate you to learn English in class?
Author: Díaz Iza Harold José Source: Student´s questionnaire
Motivation in a class denotes many factors like type of activities, English level, grades, correct book, and so on. The graph 4 illustrates that students are motivated by diverse factors that are involved in the teaching and learning process. A 92% of the students feel motivated to improve their English level and an 8% do not feel this as a factor of motivation. In addition, the type of activity has a high percentage, 89%, as a motivational factor; students are aware that the type of activity in class plays an important role when they learn English. In contrast, an 11% do not consider this essential for motivation to learn English because they consider that the class activities are not appropriate to learn a language as English. Moreover, in a class, grades are present all the time, students feel motivated to learn English when they receive good grades in assessments or homework. The 83% of the students think that grades
89% 11% 82% 18% 92% 8% 79% 21% 83% 17% 72% 28% 72% 28% 79% 21% 0% 20% 40% 60% 80% 100% YES NO Graph 4
Type of activity Rewards given by the teacher Improve your English level The topic of the class Grades Teacher’s attitude
30
are necessary to motivate to learn a language and 17% are motivated by other factors such as activities and grades. To motivate students a suitable reinforcement is fundamental, an 82% of the students agree that rewards given by the teachers motivate and encourage them to lean English. Nevertheless, 18% of the students disagree that a reward is necessary to motivate the learning process, they think that there are other factors, correct textbook and class
participation, that influence the motivation to lean English. Didactic material always helps to teach in the class, a 79% of the students consider that didactic material can motivate them but is not essential in the learning process, this percentage shows that students consider didactic material less important than activities or improving English level; a considerable percentage, 21%, think that didactic materials are not necessary to motivate to learn English, they consider that an appropriate methodology is essential to lean a foreign language. Teacher’s attitude and book are not too important in the moment to motivate students to learn English,
72% of the students responded that these factors are important but do not play an essential role in the class, this result shows that factors such as grades and improving English level can act much better in the motivation of the English language. However, a 28% of the students consider factors like didactic material (post, flash cards) or type of activities (role plays, conversations) more important because they can use and apply the language in a more real context. In addition, for this percentage of the students a visual information is a way to learn a language more efficiently than using song or audio because they can observe and imply the new information rapidly.
31
A teacher needs to keep his/her students motivated and engaged in the work being done. You will do this through your own positive approach to activities and students and careful choice of material, bearing in mind what interests your students (Pollard, 2008).
The factors like type of activities, English level, grades, correct book, and so on need to create a comfortable environment. Life (2011) mentions in his study that in a comfortable and realistic environment student’s skills increase the level in speaking English in class. An artificial environment does not reflect complications and insecurities of using English in public setting. This author also mentions that one aspect that motivate students to learn a language is grading, for some students are more important to get good grades, but others are more interested in having fun.
Graph 5. Do the following activities motivate you to learn English?
Author: Díaz Iza Harold José Source: Student´s questionnaire
To motivate students in an English class a variety of activities play a fundamental role. Graph 5 illustrates a comparison among diverse activities that are involved in the process of
89% 11% 80% 20% 55% 45% 56% 44% 77% 23% 83% 17% 52% 48% 0% 20% 40% 60% 80% 100% YES NO Graph 5
Activities using songs Games
Dramatizations Writing of paragraphs and essays Reading selections Dialogues
32
teaching and learning English. A high percentage, 89%, of the students agree that activities using songs motivate them to learn English, in contrast, a minor quantity of the students, 8%, disagree with this as an activity that motivate them because they consider songs’ lyrics difficult to understand. In addition, the graph shows that there are two main activities that motivate students to learn English, the activities with dialogues, 83%, and games, 80%, are considered as a motivational by the students. In contrast, 17% do not consider dialogues motivational and 20% do not consider games motivational. Likewise, reading is always present in an English class, a 77% of the students feel motivated to learn English when they use reading selection, this activity was involved in the class observed, students usually read text in the book. The 56% of the students think that writing paragraphs and essays are necessary to motivate them to learn a language and a 44% are motivated by other activities like games. In addition, 55% of the students feel comfortable with dramatization activities.
Nevertheless, a 45% are uncomfortable because they do not feel confidence of their English knowledge to be part of a dramatization. This last results shows that dramatization is not the favorite activity for students in class, maybe this result is due to the lack of voluntary participation in class. Dictation is the activity with a low acceptance for the students. A 52% of the students consider dictation important as a motivational activity but a considerable percentage, 48%, do not consider dictation as a motivational to them because it is considered an old and boring method to learn a language.
During class observation, the teachers used some activities to motivate to learn English, teachers commonly used games, reading selection and dialogues in the class. These activities made students to work actively and engage them. Likewise, students participated in class, worked with partners, and showed interested in the class and activities.
33
words, teachers should use different activities to motivating students and ensure learners academic growth and encouragement can make learning more efficient (Attamimi & Rahim, 2011).
In addition, the same activities mentioned above can be complemented with the use of the internet, this complemention helps to motivate students to learn a language, Jamshidi (2012) examinates the motivation to learn a second language in an informal context and integrativeness and attitudes toward Internet-based informal context to sustain motivation. Jamshidi concluded that some important characteristics of the Internet have an impact on language learners’ attitude toward the Internet-based informal context and the text-based on-line communication helps alleviate communication apprehension. Language learners feel less apprehensive in on-line communication because they can make full use of their advantage of reading and writing skills to understand messanges in English language.
Graph 6. What is your teacher’s attitude in class?
Author: Díaz Iza Harold José
Source: Student´s questionnaire
90% 10% 74% 26% 77% 23% 86% 14% 59% 41% 64% 36% 82% 18% 0% 20% 40% 60% 80% 100% YES NO Graph 6
shows willingness to teach
rewards your participation through stimuli and encouragement expressions treats students alike
is friendly
34
Teachers’ attitude is important in class, a positive attitude creates a link between
students and teachers. Sullo (2009) says, “a positive relationship engages students
academically. When you develop a positive relationship with your students, they feel
connected, are able to demonstrate competence, are provided some choices, and have fun in a
safe environment.”
Graph 6 illustrates a comparison among diverse attitudes present in teaching English. A 90% of the students agree that their teachers are willing to teach English in the class, teachers are aware of the students’ activities in class and comprehension of the classwork activities. In contrast, a minor quantity of the students, 10%, disagree with this fact one reason for this result is the time constraint because teachers have insufficient time to check
comprehension of all students in the class, this is a factor that affects students because
teachers cannot detect accurately students that need help and cannot detect difficulties that the
students have to understand the language. In addition, the graph shows that 86% of students consider their teachers friendly, teachers have a positive attitude in the class and do not refuse answer questions make by the students. A 14% of students consider their teachers unfriendly, a reason for this fact is that sometimes students do not feel comfortable with the teacher because teachers are too strict with the students. Moreover, 82% of the students consider that their teachers show good attitude to their concerns, teachers are willing to answer questions about the topic, however, a 18% consider that their teachers have a bad attitude to teach the subject. Moreover, 77% of students surveyed think that the teachers’ treat is the same for all students but a 23% consider an unequal treatment, a reason for this results is the lack of opportunities to participate in class due to the insufficient time in the class. Besides, a 74% of
35
disagree. In addition, 59% of the students surveyed agree that teachers promote interpersonal relationships, this percentage shows that the pair work or group work in class is present but it does not give the result expected. In contrast, 41% disagree with this fact because students think that activities, in which the interpersonal relationships are present, are not enough to develop an appropriate language level.
Graph 7. What is the role of your teacher in class?
Author: Díaz Iza Harold José Source: Student´s questionnaire
Graph 7 identifies the main activities involved in the role of the teachers in an English class. A 90% of the students agree that their teachers are aware of the activities they do in class; teachers are constantly checking the work of the students and the comprehension of the classwork activities. In contrast, a minor quantity of the students, 10%, disagree with this fact one reason for this result is that teachers only check some students’ activities in the class due to the large number of students. In addition, the graph shows that 86% of students consider
90% 10% 59% 41% 84% 16% 81% 19% 86% 14% 0% 20% 40% 60% 80% 100% YES NO Graph 7
is aware of the activities you do in class
36
that their teachers verify that they understand the instruction gave; teachers verify by asking questions to the students and awaiting a response. A 14% of students consider their teachers do not verify if students understand the instructions, a reason for this fact is the large number of the students in class, this is a fact that causes teachers to randomly choose some students to get a sense of understanding of the whole class. Moreover, 84% of the students surveyed agree that teachers assign deadlines to the activities, teachers prefer that students take a limited time to understand and develop the activities in class, however, a 16% consider that their teachers do not limit the time to develop the activity, a reason for this result is that sometimes students do not understand the instructions and this makes the students take more time to develop the activities. Moreover, 81% of students surveyed think that teachers guide them when they have difficulties or problems in class, this is evidenced in the interaction between teachers and students, teachers always answer students’ questions and try that
students understand the answer of their questions. Besides, a 59% of the students surveyed settle that teachers provide them feedback after the activities, this is evidenced when teachers recapitulate the main point in the class at the end of it. In contrast, 41% agree that teachers do not provided feedback a reason for this is that during the class some activities take more time and there is not time to provide a feedback.
Patel and Jain (2008) state that the role of the teacher in some contexts could be
improved and guided. In this context, the teacher gives students guidance by way of asking
questions, pictures, cues, and so on, as well it enables students to work independently under
guidance of teacher. Moreover, the role of teacher can be a co-participant not that of an
authoritarian master. Teacher should provide all the resources necessary for communication to
37
Graph 8. Which of the following aspects do you think hinders the learning of the English?
Author: Díaz Iza Harold José Source: Student´s questionnaire
The graph 8 identifies the aspects that hinders the learning of the English, these aspects are the most relevant in an English class. A 42% of the students agree that the
complexity of the topic is one of the main factor that hinder them to learn English, one reason for this result is the use of unknown vocabulary and phrases, in the observed class it is evident that the main topic needs a previous knowledge to develop an effective learning. In addition, the teachers applied a variety of methodologies to avoid the constraints mentioned before. In addition, the graph shows that 36% of students agree that the number of the students is a factor that hinders the English learning, students think that a large number of the students disperse the attention and it is difficult to be concentrated in the class. A 31% of students agree that the teachers’ attitude occasionally hinders the English learning, students consider that their teachers sometimes have a bad attitude to teach, in the observed class teachers were
27% 42% 31% 21% 27% 19% 36% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Graph 8
Type of activity
Complexity of the topic
Teacher’s attitude
Textbook
Low level of knowledge in relation to the rest of students in the class Methodology used by the teacher
38
strict with the students and this behavior did not help to motivate students to learn English. Likewise, a type of the activity and low level of knowledge in relation to the rest of students in the class are considered factors that hinders the learning, both factors have 27% of agreement. A reason for these results is that students think activities are a little difficult and need to be explained more carefully, students consider that they have some obstacles to solve activities due to a low level of English or the lack of previous knowledge. A 21% of the students think that the book could be a factor that hinders their English learning, students agree that exercises in the book are difficult and need the help from their teachers to solve them. In the observed class it is evident this fact, students need previous and current
knowledge to develop the activities effectively, teachers commonly use clues to help students to solve book’s exercises or write on the board some words that aid students to remember grammar or vocabulary of previous lesson. A minor quantity of the students, 19%, think that
the book makes the process to learn English difficult. Students surveyed agree that the book has difficult exercises and some parts are incomprehensible. In the observed class, this fact is evident, teachers need to explain the book’ instructions carefully because the book had unknown vocabulary and the instructions needed to be clarified by the teachers.
39
40 Conclusions
The motivation to learn English plays an important role in the class, the different methodologies and didactic material used by teachers to motivate students to learn the
language can influence in further performance of the language and help to develop skills to be a competence English speaker.
Games, activities with songs, and dialogues are the activities that most of students prefer in the classroom to learn in an active way, these activities allow teachers to have a class in which students are constantly working in the activities without losing the interest in the English language.
Most of students prefer a teacher that encourage students to learn, with a friendly actitude to teach English, willingness to teach, with a good attitude to the students concerns. These characteristics make the students be more disposed to learn the language and feel more comfortable in the class.
The role of teachers can vary when they motivate the students in the class, in order to motivate students, teachers can use different motivational activities when they are teaching; the results of this study show that the use of a combination of activities such as assign
deadlines, guide students when they have difficulties, verify the understanding, and awareness of the activities that students do in class are important and help to have both an effective teaching and effective learning.
41
backgrounds of the English, a deficient listening, speaking, reading or writing skill also can affect the learning process and cause misunderstandings in the use of language.
42
Recommendations
In order to promote the motivation in the classroom teachers should use dynamic activities such as games, activities with songs, and dialogues that involve the use of the language in a more real context and its application in the daily or high school life.
During the class, teachers should provide a good and friendly actitude that helps to avoid obstacles in the the learning and teaching process, increase motivation and encourage students to learn English.
43 References
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& . Schmidt (Eds.), Motivation and second language acquisition (pp. 1-20). Honolulu: University of Hawai’i.
Gilakjani, A. P., & Ahmadi, S. M. (2011). The effect of intrinsic and extrinsic motivation on
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Jamshidi, K. (2012). Motivation and attitudes toward learning English in an internet-based
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Annexes Annex 1
UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA
La Universidad Católica de Loja
MODALIDAD ABIERTA Y A DISTANCIA TITULACIÓN DE INGLES
CUESTIONARIO DEL ESTUDIANTE
Estimado estudiante:
Este cuestionario tiene como objetivo conocer su opinión acerca de lo que le motiva a aprender inglés en el salón de clases.
La información que usted brindará a continuación se utilizará únicamente con fines académicos e investigativos.
Datos Informativos:
Nombre de la institución
Tipo de institución: Pública ( ) Privada ( )
Año de educación: 8vo ( ) 9no ( ) 10mo ( ) 1er año
Bachillerato ( )
2do año
Bachillerato ( )
3ro año
Bachillerato ( )
Ciudad:
Instrucción: Marque con una X según su criterio e indique la razón de su respuesta.
1. ¿Te gusta aprender Inglés?
SI NO ¿Por qué?
2. ¿Te sientes motivado a aprender Inglés en el salón de clase?
¿Por qué?
3. ¿Te gusta la forma de enseñar Inglés de tu profesor?
SI NO ¿Por qué?
4. ¿Los siguientes aspectos te motivan a aprender Inglés en la clase?
5. ¿Las siguientes actividades te motivan a aprender Inglés?
Actividades SI NO
Actividades con canciones Juegos
Dramatizaciones
Redacción de párrafos y ensayos Lectura de textos
Diálogos Dictados
6.¿Cuál es la actitud de tu profesor en clase?
El profesor: SI NO
Muestra una buena disposición para enseñar
Premia tu participación a través de estímulos y expresiones Trata a todos los estudiantes por igual
Es amigable
Promueve las relaciones interpersonales Presta atención a tus problemas
Muestra una buena actitud ante tus inquietudes
Aspectos SI NO
Tipo de actividad
Incentivos brindados por el profesor Mejorar tu nivel
7. ¿Cuál es el rol de tu profesor en la clase?
El profesor: SI NO
Está pendiente de todas las actividades que realizas
Brinda retroalimentación al final de las actividades que realizas Asigna límite de tiempo para las actividades realizadas Te orienta cuando tienes alguna dificultad
Verifica que hayas comprendido las instrucciones.
8. Marca con una X cuáles de los siguientes aspectos consideras que dificultan tu aprendizaje del Inglés.
Indique al frente de cada aspecto las razones.
Tipo de actividad ¿Por qué?
La complejidad del tema ¿Por qué?
Actitud del profesor ¿Por qué?
El texto utilizado ¿Por qué?
Bajo nivel de conocimiento en
relación al resto del grupo ¿Por qué?
La metodología utilizada por el profesor
¿Por qué?
Número de estudiantes en la clase ¿Por qué?
Annex 2
UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA
La Universidad Católica de Loja
MODALIDAD ABIERTA Y A DISTANCIA TITULACIÓN DE INGLES Observation sheet
INSTITUCIÓN: FECHA:
AÑO DE EDUCACIÓN:
1. Los estudiantes se sienten motivados a aprender inglés dentro de la clase.
SI NO
¿Por qué?
2. Señala cuáles de los siguientes aspectos motivan a los estudiantes observados a aprender inglés en la clase.
Aspectos SI NO
Tipo de actividad Incentivos El tema
Actitud del profesor El libro utilizado El material utilizado
* En caso de que alguno de estos aspectos no se haya evidenciado durante la observación de la clase, no se deberá incluir ninguna respuesta ya que al no haberse utilizado no se puede determinar si motiva o no a los estudiantes.
3. Actitud de los estudiantes en la clase
SI NO
Participan voluntariamente
Están atentos a las explicaciones del profesor Interactúan con sus compañeros
Muestran interés en las actividades propuestas Se dedican a hacer otras actividades
Interrumpen a sus compañeros Buscan excusas para salir de clase
4. Actitud del profesor en la clase
SI NO
Muestra una buena disposición para enseñar
Premia la participación de los estudiantes
Trata a todos los estudiantes por igual Es amigable
Promueve las relaciones interpersonales Presta atención a los problemas
Muestra una buena actitud ante las inquietudes de los estudiantes
5. Rol del profesor en la clase
SI NO
Está pendiente de todas las actividades que realizan los estudiantes
Brinda retroalimentación al final de las actividades realizadas
Asigna límite de tiempo para cada actividad Es amigable con los estudiantes
Orienta a los estudiantes
Verifica que los estudiantes hayan comprendido las instrucciones
Es equitativo y justo
6. Las siguientes actividades motivan a los estudiantes a aprender Inglés.
SI NO
Actividades con canciones Juegos
Dramatizaciones
Redacción de párrafos y ensayos Lectura de textos
Diálogos Dictados
Otras:
7. Los siguientes aspectos dificultan el aprendizaje del Inglés
SI NO
Tipo de actividad La complejidad del tema Actitud del profesor El texto utilizado
Bajo nivel de conocimiento
La metodología utilizada
Número de estudiantes en la clase
