Training module for enhancing teachers' motivational techniques and students' performance in basic English course in Ha Noi university of industry (HaUI)

THAI NGUYEN UNIVERS ITY BATANGAS STATE UNIVERS ITY

Socialist Republic of Vietnam Republic of the Philippines

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TRAINING MODULE FOR ENHANCING TEACHERS’ MOTIVATIONAL

TECHNIQUES AND STUDENTS’ PERFORMANCE IN

BASIC ENGLISH COURSE IN HANOI

UNIVERSITYOF INDUSTRY (HaUI)

A Dissertation

Presented to

The Faculty of the Graduate School

Batangas State University

Batangas City, Philippines

In Partial Fulfillment

Of the Requirements for the Degree

Of Doctor of Philosophy

Major in English

By:

BUI THI NGAN

April 2015

THAI NGUYEN UNIVERS ITY BATANGAS STATE UNIVERS ITY

Socialist Republic of Vietnam Republic of the Philippines

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APPROVAL SHEET

This dissertation entitled “TRAINING MODULE FOR ENHANCING

TEACHERS’ MOTIVATIONAL TECHNIQUES AND STUDENTS’

PERFORMANCE IN BASIC ENGLISH COURSE IN HANOI UNIVERSITY

OF INDUSTRY (HaUI)” prepared and submitted by BUI THI NGAN in

partial fulfillment of the requirements for the degree of Doctor of Philosophy

major in English has been examined and is recommended for Oral

Examination.

MATILDA H. DIMAANO, Ph.D.

Adviser

PANEL OF EXAMINERS

Approved by the committee on Oral Examination with a grade of _______.

.

DR. AMADA G. BANAAG

Chairman

DR. MARIA LUISA A. VALDEZ DR. FELIX M. PANOPIO

Member Member

DR. MYRNA G. SULIT

External Representative

Accepted and approved in partial fulfillment of the requirements for the

degree of Doctor of Philosophy major in English.

Comprehensive Examination: ____________

_____________ MATILDA H. DIMAANO, Ph.D.

Date Dean, Graduate Studies

College of Arts and Sciences

PASSED

THAI NGUYEN UNIVERS ITY BATANGAS STATE UNIVERS ITY

Socialist Republic of Vietnam Republic of the Philippines

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ABSTRACT

Title : Training Module for Enhancing Teachers’ Motivational

Techniques and Students’ Performance in Basic English

Course in Hanoi University of Industry (HaUI)

Author : Bui Thi Ngan

Degree : Doctor of Philosophy

Major : English

Year : 2015

Adviser : Dr. Matilda H. Dimaano

Summary

Motivation in English language learning plays an important role in

both teaching and learning. It is also one of the main determinants of

second or foreign language learning achievement. Motivation as a direct

determinant of second language achievement is also one of the individual

variables where more attention and direction should be given. It is also

considered a stable learner trait and can be analyzed based on the aspect

of the language learning process associated with the classroom.

This study determined the relationship of teachers’ motivational

techniques and students’ academic performance in Basic English course

and its implication to English Language teaching and learning in

HanoiUniversity of Industry (HaUI), Vietnam. It made use of descriptive

THAI NGUYEN UNIVERS ITY BATANGAS STATE UNIVERS ITY

Socialist Republic of Vietnam Republic of the Philippines

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method of research and the respondents of the study is composed of 385

first year College students taking up Basic English course who were

randomly selected and 110 English language teachers of HaUI for the

school year 2013-2014.

Findings of the study revealed that as regards to the demographic

profile of respondents with respect to the age of the teacher respondents,

the highest percentage is that of ages ranging from 22 to 38 years old or

14.29 percent which revealed that the English teachers population in Hanoi

University of Industry were young, born after 1975 and comprise the new

generation of post war Vietnamese. In terms of gender most of the teacher

respondents are female with frequency of 100 or 95.24 percent which

indicates that in English teaching profession in Vietnam, female gender

dominates the profession as they are preferred by the university as

compared to male teachers.

For place of origin, majority or 37.14 percent of teacher respondents

come from Ha Noi followed by Ha Nam with 20 percent out of 17 places in

Vietnam. As revealed these two provinces or municipalities, Ha Noi and Ha

Nam are said to have active and motivated teachers in English. As for the

civil status all teacher respondents or 100 percent of them are married and

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Socialist Republic of Vietnam Republic of the Philippines

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value their status.

For educational qualifications, out of the 105 teacher respondents

there are 57 or 54.29 percent who obtained Bachelor’s degree and 48 or

45.71 percent who have Master’s degree which means that more than half

of the respondents only have a Bachelor’s degree indicating a limited level

of competency. Further in teaching experience, 61.9 percent of teacher

respondents have 1 to 5 years of teaching experience and the remaining

31.1 percent comprise those teachers with more than five years teaching

experience which indicate that most of the respondents are mostly in their

early years of their English teaching career.

When it comes to the motivational techniques employed in teaching

the Basic English Course by respondents, out of 48 motivational techniques

47 got 50 percent agree responses with one technique having 43 percent of

responses only, and it is in the item letting student suggest class rules

which belong to the 10 macro strategy promoting group cohesiveness and

group norms and ranked 7, while the motivational technique that most

respondents agree is under the macro- strategy recognizing students effort

which ranked 1 and that is making sure grades reflect students’ effort and

hard work with a score of 102 or 97 percent.

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Socialist Republic of Vietnam Republic of the Philippines

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As to the rate of frequency which the respondents employ the 48

motivational techniques, all these motivational techniques mean scores are

below 5.0 which means that respondents do not always employ

motivational techniques in teaching. The highest mean score was 4.4 close

to scale value of 4.0 with verbal interpretation of often obtained by

motivational technique on encouraging students to try harder. The three

constituents motivational techniques used consistently by Vietnamese

teachers in compared to other strategies are promoting learners’ self -

confidence with Cronbach alpha =0.25; making the learning task stimulating

with Cronbach alpha =0.54; and promoting learner autonomy with

Cronbach alpha = 0.51.

Relative to the degree of importance of the motivational technique

encouraging students to set learning goals topped the list with 4.6 mean score

and has the verbal interpretation very Important. On the levels of test

performance of 225 student respondents in Basic English results indicate of a

generally low performance of students in all test areas in Basic English with

mean percentage below 70 percent, with 43.5 percent mean percentage score

for listening, 42.3 percent for reading, 45.9 percent for speaking, and 68.8

percent for writing which is the highest among the four areas.

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Socialist Republic of Vietnam Republic of the Philippines

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Further, in the comparison of student’s performance in the four

language skills results showed that the students’’ performance in the

listening test is significantly related to the other three tests as indicated by

their p-values of less than 0.05. For the different test areas

in Basic English, the p-values are below 0.05 which indicates that the mean

frequency of use of motivational techniques are significantly related to the

mean test scores of the students. This indicates that the mean scores of the

frequency of use of motivational techniques are generally related to the

mean scores of the students in Basic English test except for the nine

motivational techniques in reading, three in listening and one in speaking.

This also indicates that the frequency of use of the 48 motivational

techniques is generally predictive of the students’ performance in the

different areas in Basic English test.

Among the four test areas, it was reading that had the most number

of motivational techniques, followed by listening then speaking. The output

of the study is in the form of a training module which is composed of nine

parts namely; the title, introduction, time, objectives, course outline, learning

activities or strategies, learning outcomes, and evaluation and feedback.

This training module is based on the three low score areas in students’ test

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performance such as reading, speaking and listening. The learning

activities or strategies of each area incorporate motivational techniques.

Based on the findings, the study recommended the following: that the

training module be reviewed prior to its implementation; remedial lessons

be provided to students to improve their test performance, and similar study

on motivational techniques may be conducted in another course.

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ACKNOWLEDGMENT

The researcher wishes to extend her heartfelt thanks to the following

persons who inspired her to finish this research work.

First of all, she would like to acknowledge and express her deep

gratitude to her research adviser Dr. Matilda H. Dimaano, Dean Graduate

Studies, College of Arts and Sciences, for her professional expertise,

suggestions, advice and meaningful recommendations.

Her appreciation is also afforded to the following professors:

Dr. Myrna G. Sulit, external representative, for her contribution for the

improvement of this research work;

Dr. Felix M. Panopio, statistician, for his kindness in sharing his

mathematical expertise;

Dr. Amada G. Banaag and Dr. Maria Luisa A. Valdez, panel members,

for the valuable insights; and

Dr. Remedios P. Magnaye, recording secretary, for her

encouragement and concern.

Likewise deepest gratitude is also expressed to all the members of

her family for their love, encouragement and support; and

Finally, to her husband – Mr. Thanh and her two children Tho and Chi

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for their love, values, and belief that she can accomplish anything she sets

out to do.

Bui Thi Ngan

THAI NGUYEN UNIVERS ITY BATANGAS STATE UNIVERS ITY

Socialist Republic of Vietnam Republic of the Philippines

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DEDICATION

This humble piece of work is heartily dedicated to her university rector

Dr. Tran Duc Quy, who has always given her a lot of encouragement and all

the students and her colleagues at Hanoi University of Industry for their

help as respondents of the study. Sincere thanks is also afforded to all the

members of the International Training Center (ITC), Thai Nguyen University

for their constant assistance while her work is in progress.

Bui Thi Ngan

THAI NGUYEN UNIVERS ITY BATANGAS STATE UNIVERS ITY

Socialist Republic of Vietnam Republic of the Philippines

xii

TABLE OF CONTENTS

Page

TITLE PAGE ..........................................................................................i

APPROVAL SHEET...............................................................................ii

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

ACKNOWLEDGMENT...........................................................................ix

DEDICATION……………………………………………………………….xi

TABLE OF CONTENTS........................................................................xii

LIST OF TABLES..................................................................................xv

LIST OF FIGURES ............................................................................. xviii

CHAPTER

I. THE PROBLEM

Introduction..........................................................................1

Statement of the Problem ................................................. 11

Scope, Delimitation and Limitation of the Stud ................... 12

Significance of the Study.................................................... 13

II. REVIEW OF LITERATURE

Conceptual Literature ........................................................ 15

Research Literature ........................................................... 66

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Synthesis .........................................................................77

Theoretical Framework.....................................................82

Conceptual Framework.....................................................87

Hypothesis.......................................................................90

Definition of Terms...........................................................90

III. RESEARCH METHOD AND PROCEDURE

Research Environment........................................................93

Research Design.................................................................94

Subjects of the Study..........................................................95

Data Gathering Instrument..................................................96

Data Gathering Procedure..................................................98

Statistical Treatment of Data..............................................100

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA..................................................................................102

V. SUMMARY, CONCLUSION AND RECOMMENDATION

Summary of Findings....................................................... 213

Conclusions....................................................................221

Recommendations........................................................... 222

BIBLIOGRAPHY ................................................................................ 224

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APPENDICES

Questionnaires

(1) Questionnaire for Teachers ............................................. 233

(2) Questionnaire for Students .............................................. 246

A. Request Letters

(1) Validation Letter of Questionnaire for Teachers ............... 254

(2) Validation Letter of Questionnaire for Students ................ 255

(3) Letter of Request to the Head of HaUI ............................. 256

(4) Response Letter of the Head of HaUI .............................. 257

(5) Photograph of HaUI, the Study Site ................................. 258

B. Documentations

(1) Photograph of Hanoi University of Industry (HaUI) .......... 259

(2) Photograph for Validation of Questionnaires in

Batangas State University.................................................260

(3) Administration of Questionnaires in Hanoi

University of Industry (HaUI)...............................................261

(4) Photograph for Approval to Conduct Study........................262

CURRICULUM VITAE

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LIST OF TABLES

Table Title Page

1 Distribution of Respondents of Hanoi

University of Industry (HaUI)...............................................95

2 Age Profile of Teacher Respondents..................................103

3 Gender Composition of Teacher Respondents...................104

4 Place of Origin Profile of Teacher Respondents.................106

5 Educational Classification Profile of

Teacher Respondents........................................................108

6 Years of Teaching Experience Profile

of Teacher Respondents....................................................109

7.1 Motivational Techniques Employed in

Teaching the Basic English Course....................................113

7.2 Motivational Techniques Employed in

Teaching the Basic English Course....................................114

7.3 Motivational Techniques Employed in

Teaching the Basic English Course...................................115

8.1 Teachers’ Motivational Techniques and

Frequency of Use According to Macro Strategies..............120