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HIGH SCHOOL STUDENTS’ MOTIVATION AND THEIR ACHIEVEMENT IN ENGLISH LEARNING

HIGH SCHOOL STUDENTS’ MOTIVATION AND THEIR ACHIEVEMENT IN ENGLISH LEARNING

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Published by: ngochanpro27 on Mar 14, 2010
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07/19/2014

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Motivation
1
VICTORIA UNIVERSITY& HANOI UNIVERSITY OF FOREIGN STUDIES
FACULTY OF HUMAN DEVELOPMENTSCHOOL OF EDUCATION
GRADUATE PROGRAM IN TESOL
Course: MTESOL7
Subject Code and Title: AER 0001INTRODUCTION TO RESEARCH DESIGN AND METHODS
Assignment topic:
D. P. HIGH SCHOOL STUDENTS’ MOTIVATION ANDTHEIR ACHIEVEMENT IN ENGLISH LEARNING
Student’s name:
VU Student number:
Lecturer:
Due Date of Assignment: September 22, 2008
 
Motivation
2
Abstract
This research was designed to find out about D.P. High School students’ motivation interms of three elements: (1) Attitudes toward learning English; (2) Desire to learnEnglish; (3) Motivational intensity. At the same time it was also intended to look at their instrumental motivation , and to see if there was any relationship between theimotivation and their achievement in English learning. The results of a survey of 70 grade – 12 students indicate that they are highly instrumentally motivated and motivationallyintense, but their attitudes toward learning English are not distinct and their desire tolearn English is not very strong. In other words, they have good reasons to learn English, but they lack motivation for learning it. The results also reveal that there is a correlation between the students’ motivation and their achievement in English learning. Based on theresearch findings some pedagogical implications are discussed.
 
Motivation
3
Introduction
The English teaching and learning at the researcher’s school, D.P. High School,is not very good in terms of the students’ achievement. At the end of the school year 2007 – 2008 only about 50% of the students got an average of 5, and only 47.41% of grade -12students got an average of 5 in the English test in the 2008 State GraduationExamination. These figures displease the principal and disappoint us, the teachers of English at the school.This poor achievement has lasted for years, and we, the teachers, have done a lotabout it but the situation has not improved. We have given the students extra lessons sothat they have more time to practice their English. We have helped them with the revision before every test. We have even prepared hand-outs of the points on which we are goingto test them and told them what to learn to do the tests well. In spite of what we havedone for them, to our disappointment, they have not improved their achievement.More things must be done to change the situation for the better. To this end , we,the teachers of English at the school, have met with each other and discussed what must be done to solve the problem. During the discussion the word “motivation” has beenmentioned by 80% of the teachers present and they have come to a conclusion that it may be the studentslack of motivation that leads to their poor achievement in Englishlearning.Is it true that the students’ lack of motivation leads to their poor achievement inEnglish learning? It is not easy to answer this question because language learning is a

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