Demovating factors in EFL reading class - An investigation into teachers' and students' perspectives at Nguyen Huu Canh vocational school, District 7, Ho Chi Minh

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

------------------------------------------

DANG KIEU ANH

DEMOTIVATING FACTORS IN EFL READING CLASSES: AN

INVESTIGATION INTO TEACHERS’ AND STUDENTS’ PERSPECTIVES

AT NGUYEN HUU CANH VOCATIONAL SCHOOL,

DISTRICT 7, HO CHI MINH CITY

Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES

Major code: 60140111

MASTER OF ARTS IN TESOL

Supervisor: NGUYEN THU HUONG, Ph.D.

HO CHI MINH City, 2016

i

STATEMENT OF AUTHORSHIP

I certify that the thesis entitled "Demotivating factors in EFL Reading Classes: An

investigation into Teachers’ and Students’ Perspectives at Nguyen Huu Canh

Vocational School, District 7, Ho Chi Minh City" is my own work.

Except where reference is made in the text of the thesis, this thesis does not contain

material published elsewhere or extracted in whole or in part from a thesis by which I

have qualified for or been awarded another degree or diploma.

No other person's work has been used without due acknowledgement in the main text

of the thesis.

This thesis has not been submitted for the award of any degree or diploma in any other

educational institution.

Ho Chi Minh City, September 2016

Dang Kieu Anh

ii

ACKNOWLEDGEMENTS

My study would have been impossible without any assistance. Therefore, I

would like to express my endless thanks and gratefulness to the people who have

helped me during the time of doing research for the completion of this thesis.

First and foremost, I wish to send my deepest gratitude to my supervisor, Dr.

Nguyen Thu Huong for his enthusiasm, guidance and encouragement throughout the

research. I appreciate all his contribution of time, helpful advices and scholarly support

to the accomplishment of my research.

I also would like to thank all my friends in Tesol 7 community, who directly or

indirectly contributed to my thesis. My deepest thanks go to Tran Thi Kim Ngan and

Nguyen Thi Kim Loan, who encouraged me to overcome my personal problems and

spent much time editing my thesis professionally.

I also feel thankful for my colleagues and students at Nguyen Huu Canh

Vocational School with their willing participation in the study. Last but not least, I

would like to show my special thanks to my beloved family for their wholehearted

support as well as significant encouragement during the time I conducted the thesis.

iii

ABSTRACT

English has been a compulsory subject and one of mandatory requirements for

graduation at NHC Vocational School. However, many students do not like English,

especially reading classes. They feel boring and refuse to engage in reading activities.

Therefore, this study was conducted to identify what factors perceived demotivating in

reading classes. Two questionnaires and follow-up interviews were carried out to

gather data from the participation of eight teachers and 106 students teaching and

studying at school. The SPSS version 22.0 was utilized for analyzing collected data.

The participants' opinions were examined four clusters of demotives, namely text book,

reading texts, reading tasks and teacher-related factors.

The results show that reading tasks, teacher-related factors and text book are

three major categories of demotivating factors, whereas, reading texts category is the

least salient one. With respect to reading tasks, reproduction tasks contribute to

students' demotivation. Besides, some tasks with easy level also make students less

motivated. In terms of teacher-related factors, teaching method is the key factor

causing loss of motivation in teachers' and students' perspective. Teaching behavior

and activities have significant influences on learners' demotivation. Regarding text

book, using copied handouts is an issue that demotivates students in reading classes.

The findings include analysis of different opinions from teachers' and students'

viewpoints based on these factors.

At the end of the study, some pedagogical implications and recommendations to

school authority, teachers, students and on learning materials are provided. Hopefully,

these suggestions can help students re-motivate their learning through future

experiments and improve their learning reading in English.

iv

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP ..................................................................................i

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

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

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

LIST OF FIGURES AND TABLES...............................................................................ix

LIST OF ABBREVIATIONS.........................................................................................xi

Chapter 1: INTRODUCTION..........................................................................................1

1.1 Background of the study.........................................................................................1

1.2 Statement of problem..............................................................................................2

1.3 Research Aims........................................................................................................3

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

1.5 Significance of the study ........................................................................................4

1.6 Organization of the study........................................................................................5

Chapter 2: LITERATURE REVIEW...............................................................................7

Overview of Chapter Two ............................................................................................7

2.1 Reading ...................................................................................................................7

2.1.1 Definitions of reading.......................................................................................7

2.1.2 Types of reading...............................................................................................9

2.1.2.1 Extensive reading.......................................................................................9

2.1.2.2 Intensive reading......................................................................................11

2.1.3 Factors affecting teaching and learning reading ............................................13

2.1.3.1 Teacher-related factors.............................................................................13

2.1.3.2 Material-related factors............................................................................14

2.1.3.3 Reader-related factors..............................................................................15

2.2 Motivation.............................................................................................................16

v

2.2.1 Definition of motivation.................................................................................16

2.2.2 Levels of motivation and steps for generating motivation.............................18

2.3 Demotivation ........................................................................................................20

2.3.1 Definition of demotivation .............................................................................20

2.3.2 Demotivating factors in EFL learning............................................................21

2.3.3 Previous studies..............................................................................................23

2.3.3.1 Related studies on demotivation in language learning in the world........23

2.3.3.2 Related studies on demotivation in reading in the world.........................27

2.3.3.3 Related studies on demotivation in Vietnamese context .........................29

2.3.4 Research gap and implications for the study..................................................31

2.4 Hypothesis and Research model...........................................................................32

2.5 Chapter summary..................................................................................................33

Chapter 3: METHODOLOGY.......................................................................................34

3.1 Introduction...........................................................................................................34

3.2 Research questions................................................................................................34

3.3 Research Design ...................................................................................................34

3.3.1 Research site...................................................................................................34

3.3.2 Material: “Solutions” textbook.......................................................................36

3.3.3 Participants.....................................................................................................37

3.3.3.1 Teachers...................................................................................................38

3.3.3.2 Students....................................................................................................39

3.3.4 Research instruments......................................................................................40

3.3.4.1 Preliminary study (Interviews) ................................................................40

3.3.4.2 Questionnaire ...........................................................................................42

3.3.4.3 Follow-up interviews...............................................................................44

3.3.4.3.1 Interview for teachers........................................................................45

3.3.4.3.2 Interviews for students ......................................................................46

vi

3.4 Data collection procedure .....................................................................................48

3.4.1 Pilot interviews...............................................................................................48

3.4.2 Questionnaire..................................................................................................49

3.4.2.1 Pilot test with questionnaire.....................................................................49

3.4.2.2 Questionnaire to students.........................................................................50

3.4.2.3 Questionnaire to teachers.........................................................................50

3.4.3 Follow-up interviews......................................................................................51

3.4.3.1 Focus group interview to students ...........................................................51

3.4.3.2 Individual interviews to teachers.............................................................52

3.5 Data Analysis........................................................................................................52

3.5.1 Reliability of the questionnaire ......................................................................53

3.5.2 Analyses of data from the questionnaire ........................................................54

3.5.3 Analyses of data from the interviews.............................................................55

3.6 Summary of Chapter 3..........................................................................................55

Chapter 4: RESULTS AND DISCUSSION ..................................................................56

4.1 Introduction...........................................................................................................56

4.2 Data Analysis........................................................................................................57

4.2.1 Research question 1: What are the characteristic patterns of demotivating

factors perceived by students and teachers?............................................................57

4.2.1.1. Demotivating factors perceived by students...........................................58

4.2.1.1.1 Students' general viewpoints on demotivating factors regarding the 4

issues and their attitude towards reading learning in a reading class...............58

4.2.1.1.2 Students' perceptions in each particular cluster of demotivating

factors ...............................................................................................................59

4.2.1.1.2a Demotivating factors relating to Reading tasks...............................59

4.2.1.1.2b Demotivating factors relating to Teacher - related factors..............61

4.2.1.1.2c Demotivating factors relating to Textbook......................................64

4.2.1.2. Demotivating factors perceived by teachers...........................................65

vii

4.2.1.2.1 Teachers' general viewpoints on demotivating factors regarding the 4

issues and their attitude towards reading learning in a reading class...............65

4.2.1.2.2 Teachers' perceptions in each particular cluster of demotivating

factors ...............................................................................................................66

4.2.1.2.2a Demotivating factors relating to Textbook......................................66

4.2.1.2.2b Demotivating factors relating to Reading tasks ..............................67

4.2.1.2.2c Demotivating factors relating to Teacher - related factors..............68

4.2.2 Research question 2: To what extent are teachers' perspectives different from

students' in terms of the characteristic patterns of demotivating factors?...............71

4.2.2.1 Differences between teachers' and students' general viewpoints on the

factors causing demotivation ...............................................................................71

4.2.2.2 Differences between teachers' and students' opinions relating to Textbook

..............................................................................................................................72

4.2.2.3 Differences between teachers' and students' opinions relating to Reading

tasks......................................................................................................................73

4.2.2.4 Differences between teachers' and students' opinions relating to Teacher -

related factors.......................................................................................................74

4.2.3 Summary of the findings................................................................................78

4.3 Discussion of the findings ....................................................................................80

4.3.1 Research question 1: What are the characteristic patterns of demotivating

factors perceived by students and teachers?............................................................80

4.3.1.1 Reading tasks and learners' demotivation................................................81

4.3.1.2 Teacher-related factors and learners' demotivation .................................82

4.3.1.3 Textbook and learners' demotivation.......................................................84

4.3.2 Research question 2: To what extent are teachers' perspectives different from

students' in terms of characteristic patterns of demotivating factors?.....................85

4.3.2.1 Different viewpoints regarding Reading tasks.........................................86

4.3.2.2 Different viewpoints regarding Teacher-related factors..........................86

4.3.2.3 Different viewpoints regarding Textbook................................................88

viii

4.4 Chapter summary..................................................................................................89

Chapter 5: CONCLUSIONS AND RECOMMENDATIONS ......................................90

5.1 Conclusion ............................................................................................................90

5.1.1 Conclusion to Research question 1 ................................................................90

5.1.2 Conclusion to Research question 2 ................................................................91

5.2 Pedagogical implications......................................................................................92

5.2.1 Implications for school authority ...................................................................92

5.2.2 Implications for Teachers and English teaching staff....................................94

5.2.3 Implications for materials and resources........................................................96

5.2.4 Implications for students................................................................................96

5.3 Limitations and recommendations for further research........................................98

5.4 Chapter summary..................................................................................................98

REFERENCES.............................................................................................................100

APPENDIXES .............................................................................................................109

Appendix 1A.............................................................................................................109

Appendix 1B.............................................................................................................111

Appendix 2A.............................................................................................................113

Appendix 2B.............................................................................................................115

Appendix 3A.............................................................................................................117

Appendix 3B.............................................................................................................120

Appendix 4A.............................................................................................................123

Appendix 4B.............................................................................................................126

Appendix 5A.............................................................................................................129

Appendix 5B.............................................................................................................133

Appendix 6A.............................................................................................................136

Appendix 6B.............................................................................................................139

ix

LIST OF FIGURES AND TABLES

Figure 2.1: The research model......................................................................................33

Table 3.1: Teachers' demographic data..........................................................................38

Table 3.2: Students' demographic data .........................................................................39

Figure 3.1: Interview Protocol for Teachers..................................................................45

Figure 3.2: Interview Questions for Teachers................................................................46

Figure 3.3: Interview Protocol for Students...................................................................47

Figure 3.4: Interview Questions for Students ................................................................48

Table 3.3: Reliability of the questionnaire.....................................................................54

Table 4.1: Students' viewpoints on four clusters of demotivating factors.....................58

Table 4.2a: Students' opinions about task types causing demotivation .........................59

Table 4.2b: Students' opinions about task difficulty and authenticity ...........................60

Table 4.3a: Students' opinions about teaching methods causing demotivation.............61

Table 4.3b: Students' opinions about teaching behavior causing demotivation ............62

Table 4.3c: Students' opinions about teaching activities causing demotivation ............63

Table 4.4: Students' opinions about textbook causing demotivation.............................64

Table 4.5: Teacher's viewpoints on four clusters of demotivating factors ....................65

Table 4.6: Teachers' opinions about textbook causing demotivation ............................66

Table 4.7a: Teachers' opinions about task types causing demotivation.........................67

Table 4.7b: Teachers' opinions about text difficulty and authenticity causing

demotivation...................................................................................................................68

Table 4.8a: Teachers' opinions about teaching methods causing demotivation ............69

Table 4.8b: Teachers' opinions about teaching behavior causing demotivation............69

Table 4.8c: Teachers' opinions about teaching activities causing demotivation ...........70

Table 4.9: Differences between teachers' and students' general viewpoints on the

factors causing demotivation..........................................................................................71

x

Table 4.10: Differences between teachers' and students' opinions relating to Textbook

........................................................................................................................................72

Table 4.11: Differences between teachers' and students' opinions relating to Reading

tasks................................................................................................................................73

Table 4.12a: Differences between teachers' and students' opinions relating to Teaching

methods ..........................................................................................................................75

Table 4.12b: Differences between teachers' and students' opinions relating to Teaching

behavior..........................................................................................................................76

Table 4.12c: Differences between teachers' and students' opinions relating to teaching

activities .........................................................................................................................77

Table 4.13: Summary of the findings.............................................................................79

Table 5.1: Pedagogical implications according to demotivating factors.......................92

xi

LIST OF ABBREVIATIONS

EFL: English as Foreign Language

SPSS: Statistical Package for the Social Sciences

NHC: Nguyen Huu Canh (School)

IT: Informatics Technology

MA: Master of Arts

TESOL: Teaching English to Speakers of Other Languages

MOET: Ministry of Education and Training

Sig. (2-tailed): Significance (two-tailed)

1

Chapter 1: INTRODUCTION

This chapter demonstrates an introduction to the present study. Initially, it

briefly describes development of education in general, language learning and trends as

well as current problems in English learning in Vietnam, specifically as an overall

background. Then, it presents related issues and factors influencing learning reading

skill in the specific context of Nguyen Huu Canh Vocational School. Finally, it

includes the significance of the study and plans out the study organization.

1.1 Background of the study

In the context of renovation stage, English has become the dominant foreign

language to be taught in Vietnam (Le H. D., 2013; Le H. T., 2013). English has been

put into national educational system for a long time and come into one of the

compulsory subjects in all universities, colleges and almost all upper and lower

secondary schools and even in several primary schools. Besides, English is always

considered as the prerequisite for students to enter higher level of education or seek

more chances to improve knowledge and competence in developing countries. These

days, many educational programs and projects have been established and developed for

years including renovation program in teaching and learning to achieve progress and

competence in using a foreign language for learners at vocational schools, colleges and

universities (Government, 2008). For these reasons, it is essential to enhance quality of

teaching and learning English with proficient training four basic skills in which reading

is the most challenging skill, especially for vocational level learners, according to the

author's personal observation. Moreover, reading is not only a valuable means to

achieve background knowledge in order to promote English proficiency in other skills

2

but a way to revise and fulfill language competence (Pastel & Jain, 2008; Robb &

Susser, 1989).

Despite recognizing the importance of English learning, in reality the teaching

and learning of English as well as reading skill have encountered difficulties. These

were described as demotivating factors in English classes, especially during reading

time. In fact, demotivation is not a new concept in the field of foreign language

learning research. In the world, a number of previous studies (Dornyei, 2001a; Jomairi,

2011; Kaivanpanah & Ghasemi, 2011; Kikuchi & Sakai, 2009; Trang & Richard B.

Baldauf, 2007) have been conducted to indicate significant demotivating factors. Doing

research on demotives helps not only researchers but also language teachers because

they have more chances to understand theories on motivation as well as know that

motivation is one of the key factors driving language learning success. In the light of

demotivating factors, the present study is an attempt to seek the influences of these

factors on students' learning in reading classes.

1.2 Statement of problem

In Nguyen Huu Canh's reading classes, lessons have been taught intensively

through presenting new issues with respect to introduction of key words, structures,

main ideas and strategies used to complete reading process before starting to read. This

type of reading is common traditional method in teaching reading skill in Vietnam

(Hoang, 2007; Huynh, 2008). According to Huynh (2008), intensively instructed

reading was not really related to practical aspects regarding text format, topics, content,

etc. Several students shared their unsatisfaction and bored feeling in learning along

with reading improvement. Specifically, students have been learning textbook

"Solutions", emphasizing four language skills. Reading is one of the most focused with

two parts of reading texts. In the first term, they learn six units in elementary level

3

textbook containing topics about family, sports, entertainment, education, etc. In the

second term, they also study six units for higher level consisting of topics relating to

sports, history, geography, music, etc. Above all, students' reading comprehension and

actively engaging in classroom activities are the most meaningful objectives. However,

coming from the writer's personal observation, the learning results were under

expectations. Most of students did not like reading and were not eager to take part in

reading activities, reading class became tedious and stressful.

Another reason appealing to the author for carrying out this study sprang from

her personal interest. She used to experienced similar impediment when she was at

high school and university. Through years of teaching at NHC, she has recognized

students' difficulties in learning English generally and reading skill specifically. In

addition, inability in reading English texts could be considerable barrier in

comprehending professional materials.

For the issues presented above, it would be necessary to conduct a survey

research on demotives in reading classes underlying teachers’ and students’ points of

view at NHC Vocational School. Hopefully, the results from this study will support

renovation and proper orientation in English learning and teaching to achieve sufficient

learning outcomes.

1.3 Research Aims

Accordingly, the present study sets two major aims. Firstly, it gleans what

factors can be considered as demotives in EFL reading skill reported by teachers and

students at NHC Vocational School. Secondly, it tries to identify dissimilarities

between teachers’ and students’ attitudes on demotivating factors in EFL reading

classes. The results of the study will bring a comprehensive view on typical reading