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Considering the significance of applying strategies to motivate learners in language teaching, as well as the difficulties that teachers, especially pre-service teachers may experience while applying those strategies, this study has been conducted in order to fill the research gap in student teachers’ motivational strategies. The study first aims to identify student teachers’ perception of the importance of certain motivational techniques, and examine the actual application of those strategies in classroom during their teaching practicum. Moreover, the study dissects the gaps between their beliefs and practices, and addresses the grounds for those gaps, as perceived by student teachers. To fulfill these objectives, the study employed multiple-case study design with the participation of three FELTE student teachers who do their practicum with ISP college students. To enhance the depth and validity of data collected a combination of observation (to record their practices), questionnaire (to identify their perceptions) and interview (to ask for explanations) was exploited. The results revealed that student teachers had satisfactory understanding of the importance of motivational strategies, and were generally able to account for the strategies they less valued. They also achieved success to a large extent in applying a wide range of strategies in actual teaching practice. Gaps did exist between their perceptions and practices: numerous strategies were done less, some were done more than their perceived importance, while some were conducted differently. Reasons for those mismatches included both objective reasons (students’ level and time constraint) and subjective reasons (student teachers’ inexperience and characteristics). However, student teachers showed the ability to find solutions for those mismatches in order to apply more successfully in the future. Some pedagogical implications for teacher training will be provided.
VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUANGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER A MULTIPLE-CASE STUDY OF STUDENT TEACHERS’ PERCEPTIONS AND PRACTICES REGARDING MOTIVATIONAL STRATEGIES IN CLASSROOM DURING TEACHING PRACTICUM Supervisor: Nguyen Mai Phuong, M.A Student: Duong Hoang Linh Year of enrolment: QH2010 HA NOI – 2014 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHOÁ LUẬN TỐT NGHIỆP QUAN NIỆM VÀ THỰC TẾ VIỆC SỬ DỤNG CÁC CHIẾN LƯỢC KHÍCH LỆ HỌC SINH TRÊN LỚP CỦA GIÁO SINH TRONG KỲ THỰC TẬP Giáo viên hướng dẫn: Th.S Nguyễn Mai Phương Sinh viên: Dương Hoàng Linh Khoá: QH2010 HÀ NỘI – NĂM 2014 ACCEPTANCE I hereby state that I: Dương Hoàng Linh, 10.F1.E2, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature May 5th 2014 ACKNOWLEDGEMENTS This paper would not have been completed without the support of many people, to all of whom I am profoundly indebted First and foremost, I would like to express my heartfelt gratitude to my supervisor, Ms Nguyen Mai Phuong, who gave me the benefit of her wisdom and patience, who provided me with precious instructions, suggestions, critical comments and spiritual support Second, I would like to send my appreciation to the three student teachers in my class who served as participants for this study and gave me invaluable assistance in gathering data I am also thankful to their supervisors and students for allowing me to observe their classes Furthermore, I am much obliged to some of my teachers, Mr Nguyen Chi Duc and Ms Vu Thi Thanh Van, for their valuable advice in terms of ideas for this study I am also immensely grateful to my classmates in class 10.F1.E2, especially Pham Thi Thu Thao, Pham Phuong Chi and Pham Thu Trang, for their timely spiritual support and precious information Last but not least, my sincere thanks go to my beloved family and friends, especially my parents, my younger brother, my grandmother and my boyfriend for encouraging me wholeheartedly during the time I was conducting this study ABSTRACT Considering the significance of applying strategies to motivate learners in language teaching, as well as the difficulties that teachers, especially pre-service teachers may experience while applying those strategies, this study has been conducted in order to fill the research gap in student teachers’ motivational strategies The study first aims to identify student teachers’ perception of the importance of certain motivational techniques, and examine the actual application of those strategies in classroom during their teaching practicum Moreover, the study dissects the gaps between their beliefs and practices, and addresses the grounds for those gaps, as perceived by student teachers To fulfill these objectives, the study employed multiple-case study design with the participation of three FELTE student teachers who their practicum with ISP college students To enhance the depth and validity of data collected a combination of observation (to record their practices), questionnaire (to identify their perceptions) and interview (to ask for explanations) was exploited The results revealed that student teachers had satisfactory understanding of the importance of motivational strategies, and were generally able to account for the strategies they less valued They also achieved success to a large extent in applying a wide range of strategies in actual teaching practice Gaps did exist between their perceptions and practices: numerous strategies were done less, some were done more than their perceived importance, while some were conducted differently Reasons for those mismatches included both objective reasons (students’ level and time constraint) and subjective reasons (student teachers’ inexperience and characteristics) However, student teachers showed the ability to find solutions for those mismatches in order to apply more successfully in the future Some pedagogical implications for teacher training will be provided TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES LIST OF ABBREVIATIONS FELTE Faculty of English Language Teacher Education ULIS University of Languages and International Studies VNU Vietnam National University, Hanoi ISP International Standard Program L2 Foreign/second language CHAPTER 1: INTRODUCTION This initial chapter discusses the rationale, the aims and objectives of the study together with the scope and significance of the research It also gives an overview of the remainder of the paper Specially, in this chapter the four research questions are clearly identified to serve as the guideline for the whole paper 1.1 Statement of the problem and rationale for the study Motivation, as defined by Williams and Burden (1997, cited in Deniz, 2010, p 1270), is “a state of cognitive and emotional arousal, which leads to a conscious decision to act, and which gives rise to a period of sustained intellectual and/or physical effort in order to attain a previously set goal (or goals)” It is clear from this definition that motivation is an essential factor in deciding one’s effort to pursuit his or her goal, which profoundly affects one’s chance of success Without motivation, one may not act at all to achieve anything, or if he does decide to act, he cannot maintain his effort to reach the end of the road and fulfill the aim In the field of foreign language (L2) learning, motivation has long been recognized as a key element affecting and determining L2 achievement with a strong correlation between the two being found (Bahous, Bacha & Nabhani, 2011; Deniz, 2010; Dornyei & Csizer, 1998; Zou & Liang, 2006) However, in the language classroom, not all students have enough motivation to make necessary effort to study effectively In addition, students’ motivation might be threatened by many factors such as the burden of doing exercises, the fear of making mistakes and losing face in front of their peers, class rules, the monotony of tasks and activities, and so on Therefore, motivational strategies, which are the “instructional interventions applied by the teacher to elicit and stimulate student motivation” (Guilloteaux & Dornyei, 2008, p 55), should be put much emphasis on With the realization of the importance of motivation in L2 learning and motivational strategies in L2 teaching, recently, there has been a growing amount of research conducted in this field (Cheng & Dornyei, 2007) However, as noted by Dornyei and Csizer (1998) and later by Cheng and Dornyei (2007), far more studies have been conducted on theoretical framework than on developing practical techniques for classroom application Therefore, teachers are left with little well-founded and properly-experimented advice and suggestions on how to actually motivate students in real practice Several studies having been conducted that help serve this purpose are ones by Deniz (2010), Cheng and Dornyei (2007), Dornyei and Csizer (1998), Guilloteaux & Dornyei (2008) With motivation being considered “the most complex and challenging issue facing teachers today” (Scheidecker & Freeman, cited in Dornyei, 2001a), and motivating students being ranked the second most serious source of difficulty for teachers (Veenman, 1984), the issue is perhaps even more intimidating for student teachers, whose knowledge and experiences about methodologies in language teaching are not rich Nevertheless, the number of studies that dissect student teachers’ perception and use of motivational strategies is quite modest, both over the world and in Vietnam Furthermore, in Vietnam, it is hard to find any studies that investigate the gap between student teachers’ perceptions and practices over this issue Considering the importance of the problem as well as the gap in previous studies, it has stimulated the researcher to conduct a multiple-case study on Student teachers’ perceptions and practices regarding motivational strategies in classroom during teaching practicum 10 C: point you gave I think that’s because of the topics They were familiar Curriculum to students so it was easy for me to ask about their own experiences R: Now the last one, promoting cooperation rather than competition (#29) You chose only but you C: actually asked students to much group work I think group work can still promotes competition because students had to compete with other groups And another thing is that the students in my classes were at lower level, so I think there should be more Ss’ level group work to make it easier for them R: OK That’s the end of the interview Thank you so much 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ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHOÁ LUẬN TỐT NGHIỆP QUAN NIỆM VÀ THỰC TẾ VIỆC SỬ DỤNG CÁC CHIẾN LƯỢC KHÍCH LỆ HỌC SINH TRÊN LỚP CỦA GIÁO SINH TRONG KỲ THỰC... DỤNG CÁC CHIẾN LƯỢC KHÍCH LỆ HỌC SINH TRÊN LỚP CỦA GIÁO SINH TRONG KỲ THỰC TẬP Giáo viên hướng dẫn: Th.S Nguyễn Mai Phương Sinh viên: Dương Hoàng Linh Khoá: QH2010 HÀ NỘI – NĂM 2014 ACCEPTANCE I... motivation has long been recognized as a key element affecting and determining L2 achievement with a strong correlation between the two being found (Bahous, Bacha & Nabhani, 2011; Deniz, 2010; Dornyei