VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** NGUYỄN THỊ TUYẾT LAN AN INVESTIGATION INTO THE INFLUENCE OF PARENTAL EXPECTATIONS AND SUPPORT ON THEIR CHILDREN’S LEARNING – ENGLISH MOTIVATION (Một nghiên cứu điều tra tác động mong đợi hỗ trợ cha mẹ đến động lực học Tiếng Anh trẻ) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2017 VIETNAM NATIONAL UNIVERSITY- HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ***************** NGUYỄN THỊ TUYẾT LAN AN INVESTIGATION INTO THE INFLUENCE OF PARENTAL EXPECTATIONS AND SUPPORT ON THEIR CHILDREN’S LEARNING – ENGLISH MOTIVATION (Một nghiên cứu điều tra tác động mong đợi hỗ trợ cha mẹ đến động lực học Tiếng Anh trẻ) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Prof Dr Hoàng Văn Vân HANOI - 2017 DECLARATION I hereby declare that my thesis “AN INVESTIGATION INTO THE INFLUENCE OF PARENTAL EXPECTATIONS AND SUPPORT ON THEIR CHILDREN‟S LEARNING – ENGLISH MOTIVATION” submitted for the Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University has been composed by myself, apart from the help recognized This paper has also not been submitted for any other degree or processional qualification except as specified Hanoi, 2017 Nguyễn Thị Tuyết Lan i ACKNOWLEDGEMENTS I would like to send my thanks to many individuals for their invaluable help during the conduct of the research Without their help, the completion of this research project would not have been possible First and foremost, I would like to express my special appreciation and thanks to my supervisor, Prof Dr Hoang Van Van for his remarkable supervision, enthusiastic guidance, invaluable support and critical feedback throughout the research Besides my advisor, I wouldlike to thank all the Board and teachers from Doan Thi Diem – Ecopark private secondary school for their assistance in providing information and distributing questionnaires and interviews to parents and students at grade Next, I wish to send my big thanks to the students at grade 8A and 8B and their parents for their cooperation and the valuable information they provided in my research questionnaire and interviews Furthermore, I would like to give my heartfelt thanks to my family and friends, especially my mother, for standing by me and for giving me their unconditional love, care, good assistance and patience Finally, my sincere thanks also go to graders and readers for their valuable evaluation and feedback on this thesis ii ABSTRACT This study examines the impact of expectations and support given by the parents on learning English motivation of grade private school students The purpose of this study was (a) to explore parental expectation and support to children‟s English learning, (b) to demonstrate the correlation between parental expectation and support and their children‟s English learning motivation Survey questionnaire was used as a tool for data collection Further interviews to both parents and children were also conducted to find out the reasons for the results obtained from the questionnaire The data regarding parental expectation and support, their influence on learning motivation was collected from a sample of 90 parents and their 90 students in 8th grade from Doan Thi Diem- Ecopark school in Hung Yen, Vietnam After the analysis of data, it was concluded that most of parents are well aware of their role for their children‟s English learning However, a noticeable thing is that parents not directly join in their children‟s learning activities although their attitude is of responsible type Above all, the findings of the study revealed that parents‟ contribution to their children‟s education has a both positive and negative effect on learning motivation iii CONTENTS Declaration 10 Acknowledgements .ii Abstract iii Contents iv Table of contents vi CHAPTER 1: INTRODUCTION 1 Rationale Aims & Research Questions 2.1 Aims of the study 2.2 Research questions 3 Scope and significance 3.1 Scope of the study 3.2 Significance of the Study 4.Organization of the study CHAPTER 2: LITERATURE REVIEW Defining parental expectations Defining parental support Defining children‟s learning-English motivation 10 3.1 Definitions of motivation 10 3.2 Types of motivation 10 3.3 The Importance of motivation in second language learning 12 3.4 Relevant research 12 Parental expectations and support and children‟s learning motivation 13 CHAPTER 3: METHODOLOGY 15 Method of the study 15 Context of the study 16 Participants 16 Data collection instrument 17 iv Data collection and analysis procedures 20 CHAPTER 4: FINDINGS AND DISCUSSION 22 Parental expectations 22 1.1 Short-term expectations 22 1.2 Long-term expectations 24 Parental support 24 2.1 Learning processing investment 25 2.1.1 Material support from parents 25 2.1.2 Time support from parents 31 2.2 Learning processing management 33 2.2.1 The parental frequency of keeping in touch with school, English center and tutor 33 2.2.2 Rewards and punishments 36 The correlation between parental expectations and support and their children‟s learning-English motivation 39 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 44 Conclusion 44 Recommendations 45 REFERENCES 47 APPENDIX I APPENDIX III APPENDIX V APPENDIX VII APPENDIX IX APPENDIX X v TABLE OF CONTENTS Table 1: Short-term expectations from parents 22 Table 2: Long-term expectations from parents 24 Chart 1: parental support by investing in extra learning 26 Table 4: parental support by investing in learning equipment 28 Table 5: Time support from parents 31 Table 6: The parental frequency of keeping in touch with school, English center and tutor 34 Table 7: Rewards and punishments from parents 37 Table 8: The correlation between parental expectations and support and their children‟s learning-English motivation 40 vi CHAPTER 1: INTRODUCTION Rationale Education is essential for the development of society The more educated the people of a society are, the more civilized and well disciplined the society might be Mainly, family has responsibility to socialize children for making them productive members of society The more the parents involve in the process of imparting education to their children, the more the children might excel in their academic career and to become the productive and responsible members of society It has been assumed that academic achievement of students may not only depend on the quality of schools and the teachers, rather the extent of parental involvement has vital role to play in academic achievement of their kids The focus of this study is to examine a relationship (if any) between the extent of parental involvement in academic activities of their children and the level of their children‟s academic achievement The transition from middle school to secondary school may be an overwhelming and stressful experience for young adolescents Developmentally, students are entering a period in their lives when their physical, cognitive, psychological, and social characteristics are beginning to evolve Secondary school students experience both a contextual change and a personal change during this transition It may often be a confusing time for students, their families, and the other adults in their lives who seek to support their healthy development and learning The secondary school learning environment may be more complex than elementary school and academic achievement expectations increase Children are more likely to have higher academic achievement levels and improved behavior when families are involved in their education (Bryan, 2005) Learning begins at home through interaction with one‟s family Parental involvement in a child‟s education along with environmental and economic factors may affect child development in areas such as cognition, language, and social skills Numerous studies in this area have demonstrated the importance of family interaction and involvement in the years prior to entering school (Bergsten, 1998; Hill, 2001) Research findings have also shown that a continued effort of parental involvement throughout the child‟s education can improve academic achievement (Driessen, Fan, 2001; Hong & Ho, 2005) Academic failure has been linked with risk behaviors and negative outcomes such as; substance abuse, delinquency, and emotional and behavioral problems (Annunziata, Houge, Faw, & Liddle, 2006) There is little research available on the relationship between parental involvement and academic achievement of secondary school students The majority of the research in this area has been conducted solely with elementary school students (Baily, Silvern, Brabham, & Ross, 2004) This study may provides an indepth look at one aspect of parental involvement, involvement in academic activities of their children, and academic achievement of secondary school students The non-stop development of the present society requires each family unit to involve in their children learning more than ever Nonetheless, it is the busy life and financial burden that make parents always worried about how to ensure their families‟ living standards As a result, they have less time to keep continual contact with school and teachers to follow or manage their children‟s learning This time limitation is also the reason why mothers and fathers cannot directly instruct or remind their kids during their learning process It is something of a paradox that parents often put high expectations into their children‟s education while they not spend much time on guiding their children to learn One of the popular alternatives which parents apply to compensate for this trend is financial support and investment and then completely entrust schools, learning centers or even for tutors to care their kids‟ learning without knowing whether or not their support is effective enough Parental involvement in children‟s learning has been linked with academic achievement Despite the fact that family is not the only factor affecting to students‟ learning environment, it plays one of the most decisive roles in children‟s learning process Although there is a lot of research to investigate the relationship between parental involvement and their children‟s learning motivation, as reviewed above, Firstly, the relationship between parents and school need to be enhanced for the purpose of remaining parental attention in the most effective way and helping children to be aware of the importance of learning in the future Secondly, parents should not abuse rewarding by materials and punishing by beating when children not get the good result in learning English It is recommended to have suitable methods of rewards and punishments to create a comfortable learning attitude for children, avoid making high pressure in learning process In other words, parents had better not force children learn too much to escape the overwhelming learning situation, making them lose interest in learning English Last but not at least, parents are advised to be correctly aware of their role and position in a family They play a very important part in taking care of and educating their children Basing on that, they can make the suitable decisions in learning investment for children, which actively and directly affect to futural orientation of higher education and occupation 46 REFERENCES Alexander, KL, Entwisle, DR, Blyth, DA and McAdoo, HP (1988).Achievement in the first two years of school: Patterns and processes Monographs of the Society for Research in Child Development 53/2: i–157 Ainley, J, Foreman, J and Sheret, M (1991).High school factors that influence students to remain in school The Journal of Educational Research 85/2: 69–80 Annunziata,D.,Hogue,A.,Faw,L.,&Liddle,H.A.(2006).Family functioning and school successinat-risk, inner-city 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(2007) Parents’ academic expectations, children’s perceptions, and the reading achievement of children at varying risk Unpublished PhD thesis The University Of North Carolina at Chapel Hill Yamamoto, Y and Holloway, SD (2010) Parental expectations and children’s academic performance in sociocultural context Educational Psychology Review 22/3: 189– 214 Zhu, Z (1989) The comprehensive dictionary of psychology Beijing: Beijing Normal University 50 APPENDIX PHIẾU ĐIỀU TRA, THU THẬP Ý KIẾN CỦA HỌC SINH VỀ ĐỘNG LỰC HỌC TIẾNG ANH KHỐI TRƯỜNG PHỔ THÔNG ĐOÀN THỊ ĐIỂM ECOPARK (Thông tin dùng cho công tác nghiên cứu giữ kín) Thông tin người tham gia nghiên cứu Tên bạn là: Bạn là: ☐Nam ☐Nữ Khoanh tròn đáp án từ – theo mức độ bạn đồng ý với câu phát biểu sau đây: Rất đồng ý Đồng ý 10 11 12 13 14 Trung lập Không đồng ý Phat biểu Em muốn học tiếng Anh tốt để đạt kết cao trường Emmuốn học tốt tiếng Anh để cha mẹ tự hào em Em muốn học tiếng Anh tốt để đọc hiểu văn sách tiếng Anh trường Em muốn học tiếng Anh để thi vào trường chuyên Anh bậc trung học phổ thông Em muốn học tiếng Anh để giao tiếp tốt với người xứ Em muốn học tiếng Anh để du học Em muốn học tiếng Anh để học cao lên có công việc tốt tương lai Em có hứng thú lớn đến tiếng Anh thông qua tạp chí, sách, truyện tiếng Anh Em thích học tiếng Anh qua sách tham khảo tiếng Anh Em thấy máy tính giúp cho em nhiều việc học tiếng Anh Em thích học tiếng Anh trung tâm việc học thêm trung tâm giúp em cải thiện kết học tiếng Anh nhiều Em thích học tiếng Anh nhà cô giáo cô giáo dạy kỹ hết em chưa theo lớp Em thích học tiếng Anh nhà gia sư giúp em hiểu lớp rõ Em không muốn học tiếng Anh cha mẹ buồn kết tiếng Anh lớp em không cao I Hoàn toàn không đồng ý Ý kiến 1 2 3 4 5 5 1 2 3 4 5 5 5 5 15 Cha mẹ thường xuyên động viên em học tiếng Anh, điều khiến em nỗ lực môn học 16 Cha mẹ mắng em kết học tiếng Anh không cao khiến em chán nản không muốn học môn học 17 Em thích học tiếng Anh cha mẹ thường thưởng em tiền em đạt điểm cao 18 Bố mẹ em tặng em quà em đạt kết cao môn tiếng Anh lớp khiến em muốn học tiếng Anh 19 Em không muốn học tiếng Anh bố mẹ em đánh em kết tiếng Anh trường em không cao 20 Em thích học tiếng Anh bố mẹ em giải học trường với II APPENDIX A QUESTIONNAIRE ABOUT GRADE – STUDENT’S LEARNING ENGLISH MOTIVATION AT DOAN THI DIEM – ECOPARK SCHOOL (All personal information is hidden and used for this study only) Personal information Name: ☐male Gender: ☐female Circle the choices from to according to your level of agreements with the following statements: Strongly agree 10 11 12 13 14 Agree Neutral Disagree Strongly disagree Items I would like to learn English well to get a high result at my school I would like to learn English well in order for my parents to be proud of me I would like to learn English well to increase my reading comprehension ability of texts from English coursebook at school I would like to learn English to enter an English gifted high school I would like to learn English in order to communicate with native speakers well I would like to learn English to study abroad SA A N D SD 5 5 5 I would like to learn English to get higher education and have a good job in the future I have big interest in learning English via English magazines, books and story book I am more interested in learning English via English reference books I see computer is so helpful in my English learning I am interested in learning English at an English center because learning at a center helps to improve my English learning a lot I am interested in learning English at teachers‟ home because he/she helps me review all I have not absorbed during class I am more interested in learning English at home because my English tutor helps me to understand my class lessons better I would not like to learn English any more when my parents feel sad because of my not 5 5 5 5 III 15 16 high English result My parents often encourage me to learn English, which makes me try my best to learn this subject My parents scold me because of my not high English result, which makes me fed up with this subject 5 17 I am interested in learning English because my parents often reward me with money when I get high marks 18 My parents reward me with gift when I get high marks, which makes me want to learn English more I would not like to learn English when my parents hit me because of my not high result at school I am more interested in learning English when my parents and I study together 5 19 20 Thank you for your excellent support! IV APPENDIX PHIẾU ĐIỀU TRA, THU THẬP Ý KIẾN CỦA PHỤ HUYNH VỀ SỰ KỲ VỌNG VÀ HỖ TRỢ CỦA CHA MẸ ĐỐI VỚI VIỆC HỌC TẬP CỦA CON (Thông tin dùng cho công tác nghiên cứu giữ kín) Thông tin người tham gia nghiên cứu Tên Quý phụ huynh là: Quý phụ huynh là: ☐Nam ☐Nữ Tuổi quý phụ huynh là: Nghề nghiệp quý phụ huynh là: Khoanh tròn đáp án từ – theo mức độ phụ huynh đồng ý với câu phát biểu sau đây: Rất đồng ý Đồng ý Trung lập Không đồng ý Hoàn toàn không đồng ý Ý kiến 5 5 5 5 10 Tôi không nói trực tiếp mong muốn cho mà đầu tư học tiếng Anh cho cháu 11 Tôi cho học thêm trung tâm uy tín phương pháp hiệu việc nâng cao tiếng Anh cho Ngoài học trường, cho học nhà thầy cô giáo để đáp ứng đầy đủ kiến thức chuyên sâu tiếng Anh Tôi có thuê gia sư để giúp củng cố kiến thức đạt kết tốt với môn tiếng Anh 5 Tôi thường dẫn hiệu sách để mua sách tham khảo tiếng Anh 5 12 13 14 Phát biểu Tôi mong muốn đạt kết cao môn tiếng Anh trường Tôi mong muốn học tốt tiếng Anh để đọc hiểu văn ngoại ngữ thành thạo sách giáo khoa tiếng Anh lớp Học tốt tiếng Anh lớp giúp vào trường chuyên học cấp III Tôi mong muốn học tiếng Anh tốt bạn khác lớp để tự hào với bạn bè xã hội Tôi mong muốn học tốt tiếng Anh để tiếp cận với tri thức nước sớm Tôi mong muốn giao tiếp tiếng Anh tốt với người xứ Học tốt tiếng Anh hội giúp cho du học nước Học tốt tiếng Anh cánh cửa tốt cho sau học lên cao có công việc tốt Tôi nói trực tiếp mong muốn cho lắng nghe ý kiến cháu V 15 Tôi thường mua sách truyện tạp chí tiếng Anh cho đọc nguồn tài liệu tốt cho việc học tiếng Anh 16 Tôi mua máy tính để giúp học tiếng Anh qua trang mạng Internet 17 Tôi xây dựng phòng học riêng đảm bảo tính tập trung hiệu học tiếng Anh Muốn học tốt môn tiếng Anh, thường kèm chút vào thời gian học 5 19 Mỗi ngày giành khoảng thời gian 45 đến 60 phút để kèm cặp học tiếng Anh 20 Tôi nhắc nhở, đôn đốc học tiếng Anh không trực tiếp kèm cặp học 21 Tôi thường chủ động liên hệ với giáo viên chủ nhiệm để theo dõi tình hình học nói chung môn tiếng Anh nói riêng Tôi thường chủ động liên hệ với giáo viên tiếng Anh để theo dõi tình hình học tiếng Anh 5 Tôi thường chủ động liên hệ với trung tâm nơi học thêm để theo dõi tình hình học tập tiếng Anh Tôi thường chủ động liên hệ với gia sư để theo dõi tình hình học tập tiếng Anh 5 25 Tôi thấy sổ liên lạc phương thức tốt để theo dõi tình hình học tiếng Anh 26 Tôi thường khuyến khích động viên học tập lời đạt kết tiếng Anh cao lớp 27 Tôi thường thưởng cho tiền đạt kết tiếng Anh cao lớp 28 Tôi không thưởng tiền, tặng quà nhỏ đạt kết tiếng Anh cao lớp 29 Tôi không đánh mắng mà chia sẻ nỗi buồn cho không học tiếng Anh tốt 30 Tôi thường đánh mắng lười học tiếng Anh để giúp sợ biết nỗ lực học tiếng Anh tốt 18 22 23 24 Trân trọng cảm ơn nhiệt tình tham gia quý phụ huynh! VI APPENDIX A QUESTIONNAIRE ABOUT PARENTAL EXPECTATIONS AND SUPPORT TO CHILDREN’S LEARNING ENGLISH (All personal information is hidden and used for this study only) Personal information Parents‟ name: ☐male☐female Gender: Age: Occupation: Circle the choices from to according to your level of agreements with the following statements: Strongly agreeAgree Neutral Disagree Items 10 11 12 13 14 I want my child to get the good result of English in class I want my child to learn English well to improve his/her reading comprehension of texts from English course book Learning English in class well helps my child to enter an English gifted class at high school I want my child to learn English better than the others in class, which makes me proud with my friends and the society I expect my child to learn English well to have early access to foreign knowledge I expect my child to be able to communicate with native speakers well Learning English well is the only chance that helps my child study abroad Learning English well is the only good door for my child to get higher education and have a good job I directly share my expectation to my children and listen to their views I not share my expectation to my children directly, but just invest in their learning English quietly I let my child learn more at a center because it is very effective to improve my child‟s English In addition to learn English at school, I let my child learn more at teacher‟s home to meet enough further English knowledge I hire a tutor to improve knowledge to get a good result of English I often take my child to buy English reference books VII Strongly disagree SA A N D SD 5 5 5 5 5 5 5 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 I often buy English book stories, magazines for my child as a good source of documents for his/her learning English I buy a computer to help my child learn English via websites on the Internet I built up a private study room because it guarantees the concentration and effect when my child learns English Wanting my child to learn English better, I often instruct him during study time little by little I spend 45-60 minutes/day on guiding my child to learn English I just remind and urge my child to learn, but not guide him to learn directly I actively make contact with the teacher-in-charge to follow my child‟s learning situation, especially English I actively make contact with the English teacher to follow my child‟s learning English situation I actively make contact with the English center where my child is learning English to follow his/her learning English situation I actively make contact with the English tutor to follow my child‟s learning English situation I see contact notebook is the best method for me to follow my child‟s learning English situation I verbally encourage my child to learn when he/she gets a good English result in class I often reward my child with money when he/she gets a good English result in class I never reward my child with money, but small gifts when he/she gets a good result in class I not scold or hit my child, but just share my sorrow when he/she gets a bad English result I often scold or hit my child to help him/her scared and try best to learn better 5 5 5 5 5 5 5 5 Thank you for your excellent support! VIII APPENDIX BẢNG CÂU HỎI PHỎNG VẤN SÂU I Giành cho đối tượng cha mẹ Mong đợi cô (chú) việc học tiếng Anh em gì? Tại cô (chú) lại mong đợi vậy? Cô (chú) thường hỗ trợ em việc học tiếng Anh (về vật chất, tinh thần)? Tại sao? Cô có hay liên hệ với nhà trường, trung tâm tiếng Anh gia sư tình hình học em không? Tại có (hoặc không)? Cô thường thưởng em em đạt điểm cao môn tiếng Anh? Tại cô (chú) lại thưởng vậy? Cô thường phạt em em đạt điểm thấp môn tiếng Anh? Tại saocô (chú) lại phạt vậy? II Giành cho đối tượng Em có hứng thú với môn tiếng Anh trường không? Em có cha mẹ cho học thêm nhà cô giáo, trung tâm tiếng Anh, thuê gia sư kèm môn tiếng Anh không?Điểm em lớp có tốt sau học không? Em có cảm thấy mệt phải làm nhiều tập tiếng Anh không? Em có nhớ nhiều kiến thức tiếng Anh không? Em có thích học trường đại học không? Em có biết khối thi đại học có môn thi tiếng Anh khối không? Em có thích khối học không? IX APPENDIX QUESTIONS FOR FURTHER INTERVIEWS I Questions for parents What you expect from your children‟s learning English? Why you have such expectations? How you often support your children to learn English (mental and physical)? Why? Do you often contact with school, English center or tutor to master your children‟s learning situation? Why (not)? How you reward your children when they get a high mark in English? Why you have such rewards? How you punish your children when they get a bad mark in English? Why you have such punishments? II Questions for students Are you interested in learning English? Do parents allow you to learn extra English at a teacher‟s house, at an English center, or hire an English tutor for you? Is your English mark in class higher after learning there? Are you tired when having to a lot of English homework? Do you remember a lot of English knowledge? Do you want to study at university? Do you know which block of entrance examination to university has English as a subject? Do you like it? X ... parents support their children to motivate them for their better English learning? What is the correlation between parental expectations and support and their children’s learning- English motivation? ... and readers for their valuable evaluation and feedback on this thesis ii ABSTRACT This study examines the impact of expectations and support given by the parents on learning English motivation. .. levels of parental expectation and their support to their children‟s learning After that, children‟s learning- English motivation will be also demonstrated under the impact of expectation and support