Teacher-related demotives in EFL speaking classes at a Vietnamese university

• Main Author: Trần, Thị Ngọc Mai
• Other Authors: Ngô, Thu Hương
• Format: Theses
• Language: English
• Published: 2020
• Subjects: Phương pháp giảng dạy ; Tiếng Anh ; Ngôn ngữ; 428.3
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/69858
• Institution: Vietnam National University, Hanoi

The present research investigated teacher-related demotives in EFL speaking classes at a university in Vietnam. This mixed method study aimed at addressing four main objectives. Specifically, quantitative method was used to examine the factors relating to teachers that demotivate students to learn English speaking skills from (1)students’ and (2) teachers’ perspectives; and (3) identify the similarities and differences in the two groups’ perceptions of such demotivators. Qualitative method (i.e. semi-structured interview) was employedto further inform the quantitativeresults and to address the final research objective which was to (4) seek ways to assist students to overcome demotivation when learning English speaking skills. The quantitative findings revealed four factors relating to teachers including their traditional teaching methods, controlling communicative styles, the absence of validtesting and assessment; and insufficient English speaking competence as possible demotivators in EFL learners’ learning of speaking skills. Significantly, meaningful statistical differences were computed inthe teachers and students’ perceptions of teaching methods and teachers’ communicative styles. Specifically, the students highly blamed their demotivation in speaking classes for teachers’ controlling communicative styles, while the teachers ranked this demotivator the third. They instead believed that inappropriate pedagogy had the most destructive influence on EFL learners’ motivation to learn speaking skills.