VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

ACADEMIC READING AND WRITING

Lecturer: Dr. Trieu Thu Hang

Student: Truong My Hanh

Cao Thao Phuong

Class: PG 33

Hanoi - 2020
 VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

Research Article

HOW TO CREATE MOTIVATION FOR STUDENTS

IN ONLINE ENGLISH LEARNING?

A CASE STUDY IN HIGH SCHOOL FOR SCIENCE GIFTED STUDENTS

Lecturer: Dr. Trieu Thu Hang

Student: Truong My Hanh

Cao Thao Phuong

Class: PG33

Hanoi – 2020

2
 Index

I. INTRODUCTION ................................................................................................................................... 5
1 Rationale of the research ........................................................................................................................ 5
2. Characteristics of Science Gifted Students ........................................................................................... 5
3. Difficulties in e-English teaching at HSGS, objectives and research questions ................................... 6
II. LITERATURE REVIEW ..................................................................................................................... 7
1. The concept of online learning.............................................................................................................. 7
2. Motivation ............................................................................................................................................. 7
2.1. What is motivation? ....................................................................................................................... 7
2.2. Kinds of motivation ....................................................................................................................... 8
3. Research gap ......................................................................................................................................... 9
III. METHODOLOGY ............................................................................................................................. 10
3.1. Research setting ............................................................................................................................... 10
3.2. Participants selection ....................................................................................................................... 10
3.3. Data collection instruments.............................................................................................................. 10
IV. FINDINGS AND DISCUSSION........................................................................................................ 12
4.1. Goal settings..................................................................................................................................... 14
4.2. Rewards and praise .......................................................................................................................... 15
4.3. Build a community of Inquiry framework as well as staying connected as a class and motivating
each other. ............................................................................................................................................... 16
4.4. Discussions ...................................................................................................................................... 17
V. CONCLUSION..................................................................................................................................... 19
References ................................................................................................................................................... 20
APPENDIX 1 ............................................................................................................................................. 23

3
 How to create motivation for students in online English learning?

A case study in High School for Science Gifted Students.

* ABSTRACT

Most of Vietnam's school models face multiple educational challenges in English and
barriers during online schooling in the dynamic era of Covid-19. As a result, English as a foreign
language teaching method for high school students has attracted significant interest from
numerous researchers and educators to boosting student motivation. Nevertheless, their studies
are sometimes ignored among Vietnamese high school students, especially Hanoi High School
for Science.

In such manner, this blend strategy contextual analysis investigates the difficulties
confronting, and the arrangements the English instructors of HSGS in Vietnam effectively
attract to summon these students' inclination in internet learning. In the wake of directing
surveys with 9 HSGS English instructors, the investigation continued with a progression of
meetings with educators alongside in-class perceptions. The outcomes demonstrate that in spite
of these predominant troubles, instructors had the option to detail instructing strategies to
feature a lot of innovative regarding inspirational techniques. The conversation could convey
valuable ramifications for specialists and teachers working with understudy's self-rule to keep
spurred them in the long haul.

Keywords: HSGS, COVID-19, motivations, science gifted students, high school, Vietnam.

4
I. INTRODUCTION
1 Rationale of the research
Since Spring 2020, the world is facing a health crisis as COVID-19 has spread globally.
Therefore, in order to reduce the transmission of COVID-19, several countries established
measures on infection prevention and control by limiting contact between people (WHO, 2020).
As a result, plenty of educational institutions and universities transitioned to remote learning
where classes were held online. To mitigate the problem and emphasize the safety for students,
Phung Xuan Nha, Minister of Education and Training of Vietnam promulgated all schools
closed and implemented distance learning online and on television since April 2020, High
School for Science Gifted Students is no exception. Teachers have been conducting two typical
software as Google Classroom and Zoom to not only monitor their students but also ensuring
“continuing learning despite school closure”. Despite the benefit that the Vietnamese Minister
confirmed as this is also an opportunity for education sectors to have digital transition, both
educators and learners in HSGS cope with numerous difficulties such as the network
connection, the inefficiency of distance learning, and especially the lack of students'
motivations toward this teaching app. Based on a quick survey, more than 86% of students at
HSGS confirmed that they had faced at least one of the above-mentioned obstacles.

2. Characteristics of Science Gifted Students

Science Gifted learners are considered as astute and agile observers. They are curious about
why and how things happen, thus, tend to ask complicated questions. These students, who
always try to find solutions to questions in unusual ways, are inclined to learn by experimenting
and manipulating objects. Science Gifted students can learn faster with a long attention span
and the ability to resist interruption. It is considered that they have extraordinary abilities in
High Order Thinking skills and extensive knowledge in Mathematics and Sciences.

On the flipside, these learners seem to have difficulties in learning social subjects such as
Literature, Geography and English, especially in online classes. Many of these students, who
have outstanding competences in High Order Thinking skills and comprehensive knowledge,
have trouble expressing it in writing assignments, even though they are qualified in science

5
education. Manor-Benjamini (2005) claimed that the gap between their potential and their low
levels of achievements may create a deep sense of frustration and desperation within teachers
and students, that decreases their self-esteem and inspiration.

3. Difficulties in e-English teaching at HSGS, objectives and research questions

First of all, most HSGS English teachers are at middle-age, so they face some stresses and
strains of applying information technology in remote classes. Sometimes they get trouble with
unstable networks, inefficiency of activities or lack of cooperation with their students. Besides,
due to the long break during the social distance, students find unwillingness to persist in
scheduled classes. This imposes pressure on high school educators, particularly those who teach
English as the second language. To mitigate the issue, this article tailors to answer the research
question of: “What teaching techniques are used by these teachers to create motivation for their
students in online English lessons at HSGS?”

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II. LITERATURE REVIEW
1. The concept of online learning
Educational dictionary has various definitions of e-learning. “E-Learning identifies various
types of computer-aided learning, usually using modern technological means; CD-ROM. E-
learning is expanding especially in the sphere of distance education and corporate training.”
(Prucha, 2003).

Apart from this, Clark and Mayer defined E-learning as instructions delivered through
digital devices with the intent of supporting learning in their 2016 research paper “E-learning
and the science of instruction: Proven guidelines for consumers and designers of multimedia
learning.”

In general, online learning succinctly means you take courses over the Internet instead of
being in a physical classroom.

2. Motivation

2.1. What is motivation?

There are some hypotheses of this phenomenon. Many psychologists draw the attention of
readers to the motivation force as a movement which causes people to behave particularly and
aim to reach the highest benefits for the organization. According to the Project Management
Body of Knowledge (PMBOK), motivation is people overcome barriers in order to achieve
high levels. Despite that inspiration researchers based on the way behavior strengthens and its
certain objectives, it gives power and direction to behavior. If we consider powerful and guided
behavior, we cross the threshold of the colony of motivation.

Brophy (2010, p. 3) defines this term as “a theoretical construct to explain the initiation,
direction, intensity, persistence, and quality of behavior, especially goal-directed behavior”.
Motivation involves goals that provide the impetus for purposeful action with an intended
direction. Activity is an integral aspect of inspiration, whether physical or emotional. The
notion that motivation is a mechanism rather than an end product is implicit in this concept.
This has implications in terms of measurement of motivation. That is, because it cannot be
7
observed directly it must be inferred from actions such as choice of tasks, persistence, effort
and achievement, or from what individuals say about themselves (Schunk, et al., 2014).
Contemporary views link motivation to individuals’ cognitive and affective processes such as
thoughts, beliefs, goals and emotions and emphasize the situated, interactive relationship
between learners and the learning environment that is encouraged or limited by various social
and contextual factors (Schunk, et al., 2014).

In other words, to be motivated means to be moved to do something. A person who feels no

impulsion or inspiration to act is qualified as unmotivated, whereas a motivated person is
considered to be invigorated or actuated.

2.2. Kinds of motivation

According to Ryan and Deci (2000), there are two types of motivation which are intrinsic
and extrinsic motivation whose distinction has poured crucial light on not only developmental
but also educational practices.

First and foremost, Ryan and Stiller (1991) defined intrinsic motivation as one of the most
significant phenomena for educators. It is claimed in the linking of an activity with no reason
other than the enjoyment and satisfaction of engagement itself. In the research, they clarified
that individuals with intrinsic ethics are more promising to attempt challenging activities; be
actively engaged and enjoy learning (Amabile, 1985; Brophy, 2010; Ryan and Deci, 2000b).

On the other hand, extrinsic motivation refers to instrumental motivation, multidimensional

and varies from completely external performance which is associated with an outcome purpose
(Ryan and Deci, 2000a, p. 60). Similarly, a student could revise and try his best to achieve
flying colors before exam.

Both intrinsic and extrinsic motivation are prognostic in learners’ perceptions of autonomy
(Huang and Liaw, 2007). A study by Martens et al. (2004) analyzed the intrinsic motivation of
psychology and technology undergraduates undertaking authentic computer tasks. It was found
that high levels of intrinsic motivation were not inherently predictive of higher levels of

8
accomplishment. Instead, greater exploration of the learning environment was correlated with
intrinsic motivation. Results of research by Rienties, Tempelaar, Van den Bossche, Gijselaers
and Segers (2009) revealed that difference in learner motivation influenced the type of discourse
contributions with intrinsically motivated learners being central and prominent contributors.
While this body of research contributes to our understanding of motivation, it is indispensable
to note that there has been the movement towards focusing predominantly on intrinsic
motivation (Martens, et al., 2004; Rovai, Ponton, Wighting, & Baker, 2007; Shroff & Vogel,
2009). In doing so, current views that individuals can be simultaneously intrinsically and
extrinsically motivated to a greater or lesser degree over time in any given context, are neglected
(Paris & Turner, 1994).

3. Research gap
There have been a number of investigations conducted on non-English major students’
motivation to learn English as a second language learning. In the Hanoi Pedagogical University
2 or higher studies, the stimulus of learning English was scrutinized by Tran (2007) and by
(Nguyen, 2008; Ton and Pham 2010; Nguyen, 2011). Students appear hesitant to study English
as a compulsory discipline at their schools. Tran (2007) indicated that non-English students
simply focus on English for external tertiary education development and personal career
opportunities. Some other recognition given for encouraging them to be around English is the
force to obtain top ratings in qualifying examinations. The above outcome was post-founded
throughout (Nguyen, 2008; Ton and Pham, 2010; Nguyen, 2011) which managed to show
certain explanations for learning English in a single university in Hanoi.

However, there was no other research that studied the students’ motivation among high-
school students; therefore, this research paper would like to focus on the method of creating
learners’ incentive with the HSGS teachers as the target contributor.

9
III. METHODOLOGY
3.1. Research setting
This research is conducted in High School for Science Gifted Students, with target
participants being English teachers. The data-collecting process lasts for three weeks and 9 high
school educators are involved.

3.2. Participants selection

The study focuses on the application of distance teaching techniques among educators of
HSGS. Therefore, the participants of this research are teachers from different levels, who are
experienced in teaching English and have worked with HSGS students in many kinds of
distance methods. There are 9 participants in this research.

3.3. Data collection instruments

In this research topic, researchers adopted a qualitative approach to investigate and explore
how the high school teachers in HSGS manage in the use of teaching English methods.

First and foremost, as a means to gather large amounts of information in a short period of
time, a survey was carried out among English teachers in HSGS. There were 9 lecturers
partaking in the survey about the sweats and remedies they had in their online classes. A
questionnaire consisting of teacher’s age, gender, years of teaching experience, teacher’s
opinion on remote class, teacher’s difficulties in online teaching and teacher’s English
classroom management remedies was sent to 9 lectures. Compared to other types of primary
data collection, such as observation and experiments, surveys can be carried out faster and
cheaper. Besides, it is also relatively easy to analyze primary data collected through surveys.
However, not only is it difficult to ensure great depth for the research, but there also exists the
problem of “first choice selection”. On the grounds of this, the follow-up interview was used in
an effort to obtain further accurate information.

In the second place, with the intention of assembling exhaustive data, we selected 4 of those
educators, who both practically experienced difficulties in online-teaching and executed
efficient measures against those, to enter the interview (Table 1). It was conducted to reflect
10
thoughts and perceptions and to explore issues with a higher emphasis. A series of either fixed
and free questions was asked with the aim of assembling predetermined pertinent information
as well as timely discovered aspects based on interviewees’ responses. Except for the fact that
this data collection process requires a great amount of time to arrange and conduct, the most
precise and expedient data for the study could be acquired.

Table 1. Interview participants

Code Specifications

Teacher 1 A teacher with 9 years of experience. She is held in great esteem by

learners.

Teacher 2 A middle-aged teacher with 15 years of experience. In her practice, she

has received numerous awards in competitions.

Teacher 3 A novice teacher with about 1 year of experience. On the other hand,
she is vigorous and capable of taking students into lectures.

Teacher 4 A teacher with over 25 years of experience. She has a great deal of
expertise in the administration of any educational scenario.

Last but not least, in order to retrieve a concrete assessment whether their solutions do work
in practical classrooms or not, after being approved by the headmaster of the school and
receiving permission from the 2 teachers, researchers picked out Teacher 1 and 4 to observe
their 2 notable online classes in some lessons based on the interview outcome. The whole
process of data collection is summarized in Table 2.

11
 Table 2. Data collection procedure

Name of the stages Activities

Stage 1 Survey (9 valid responses)

Stage 2 Interviewed 4 teachers with specific characteristics

Stage 3 Observed 2 noteworthy classes in various lessons

IV. FINDINGS AND DISCUSSION

Table 1. Evaluation of student’s enthusiasm and concentration in online classrooms compared

to traditional ones, the effectiveness of distance education as well as the success of methods
that teachers have applied in online lectures

Frequency Percentage

Students’ enthusiasm and concentration in 6 66.6%

traditional teaching

Students’ enthusiasm and concentration in online 3 33.3%

teaching

Effectiveness of online lectures 4 44.4%

Success of methods teachers applied 4 44.4%

12
 This question allows each student to tick off multiple answers. According to Table 1,
almost all teachers have stated that traditional teaching exerts more effect on students’
enthusiasm and concentration than the remote one, with the figures of 66.6% and 33.3%
respectively. Likewise, only 4 out of 9 teachers (44.4%) supposed that online lectures were
productive based on the success of methods they applied during the distant teaching time.

Chart 1. Methods applied in order to create students’ motivations in online lectures

There are a huge range of distance education techniques, tips, and resources out there
associated with online high school, college, and course educators, but one critical issue remains
for all of us whose natural environment in the classroom is how students get involved in work
while teachers are not standing by their sides. The key to this would be inspiration. In this case
educators took part in other research expressed their experience in various methods, namely
goal setting (Edwin Locke, 1960s), using praise and rewards effectively (Sherry R. Crow &
Ruth V. Small, 2011), providing students with meaningful feedback (Mehrabian, 1967), staying
engaged with parents at home (Ashley Fetters, 2020) and keeping connected with students as
well as building a community of Inquiry framework (Garrison, 2011).

13
 As can be seen from Chart 1 ranging from “agree” to “strongly disagree”, the majority of
English teachers cling to the idea that students should be motivated by goal setting, rewards
and praise and staying connected as a class and motivated each other with approximately 68%
of the total responses. This is precisely where a great chance arises: evidence shows us that the
key rewards of online learning lie in its immense motivational capacity. Teachers could make
use of the normal desires and behaviors of students that they will participate in anyway, and
harness the influence of internal and external inspiration. In turn, the explanations behind these
patterns will be elaborated with the aid of qualitative data as follows:

4.1. Goal settings

When asked about motivational methods, teachers highlighted the clear objective and sense
of purpose. They indicated that goals are a vital part of distance learning. Besides, goals
empower learners to demonstrate just what they need to do to make the learning process work.
Some teachers elaborated:

I sometimes let my students perform a variety of assigned activities on a weekly basis,

access all of the lessons uploaded, and provide them with a short overview of their
comprehension. (Teacher 1)

Sometimes I award my students who have accomplished certain objectives such as a

weekly certificate (for 1000 points), a fixed number of lessons a week, or a new personal best
score. (Teacher 4)

Start by setting all the class goals that represent the basic standards of the classroom. They
offer a soft entrance to the individual target environment, while still preserving the learning
structure as the students know it. Specific objectives (often quantified) let the members of the
organization know what to achieve and help them evaluate their own success. Analysis suggests
that precise targets are beneficial to bring in such beneficial corporate priorities, such as the
elimination of absences, delay, and the turnover (Locke and Latham, 2002).

Some previous studies had stressed the importance of goals to students, 66.6% of teachers
participating in this study advocated establishing specific and attainable objectives to foster
14
students’ incentives. For instance, teacher 4 awarded her students who had accomplished a
weekly certificate or new personal best score, so the students will try their best to achieve
another target. However, there is a limit to this effect. Although organization members will
work hard to reach challenging goals, they will only do so when the goals are within their
capability. As goals become too difficult, performance suffers because organization members
reject the goals as unreasonable and unattainable. A major factor in attainability of a goal is
self-efficacy (Bandura, 1997). This is an internal belief regarding one’s job-related capabilities
and competencies. If employees have high self-efficacies, they will tend to set higher personal
goals under the belief that they are attainable. The first key to successful goal setting is to build
and reinforce employees’ self-efficacy.

In fact, since observing 10A1 Biology class, the researcher indicated that there are almost
40% of outstanding students who are willing to participate in the class activities and answer
hard questions for the purpose of getting a plus point. The other ones are not enthusiastic about
the subject, they even find the objectives are quite difficult to reach.

4.2. Rewards and praise

One influential view among scientists, instructors, and guardians is that acclaim regularly
upgrades inborn inspiration (e.g., Anderson, Manoogian, and Reznick, 1976; Cameron and
Pierce, 1994; Catano, 1975; Dev, 1997; McKay, 1992; O'Leary and O'Leary, 1977; Sarafino,
Russo, Barker, Consentino, and Titus, 1982; Shanab, Peterson, Dargahi, and Deroian, 1981).
To be sure, recurrence of acclaim will in general be decidedly connected with self-view of
capacity among primary younger students (Blumenfeld, Pintrich, Meece, and Wessels, 1982),
which thusly can upgrade sentiments of pride and desires for achievement later on (see Weiner,
1985, 1992)

The significant effect of praise is apparent in the behavioral intervention literature in which
approaches are built that include the consistent and cumulative use of support across period in
order to eliminate issues with classroom behavior and inspire students. Such study has
demonstrated that reinforcement can be a fruitful tool for shaping a range of classroom

15
activities, from adhering to classroom guidelines and participating in supportive peer
interactions to paying attention to teaching directions. (Harris, Wolf, & Baer, 1967)

As teachers, it is evident that praise and reward are better motivators than punishment. If
instructors celebrate students who engage responsibly with online learning, their peers will
follow. This pattern can be a virtual reward chart or ‘gold star’ system or Positive feedback
messages that use fun videos, GIFs, and images. Teacher 3 shared her experience in
engagement in the form of a mark or grade. Some of her students who communicated maturely,
respectfully online, showed significant signs of improvement and made a lot of effort to get a
bonus mark, so they were more eager to prepare the lessons well before class. Rewards and
praises don’t just motivate distance learners. They allow them to feel connected too. A single
positive comment lets a student know that their teacher is still invested in their learning, no
matter how far away they happen to be. This is already done extensively in higher education,
and it works as a powerful extrinsic motivator.

However, this strategy was not always effective, especially to inactive learners. From the
classroom observation, some students in 11A1 Math class supposed that they just focused on
main subjects which need high grades for university examination, therefore they nearly left
English behind. Based on the list of the harmful effects on student motivation as other extrinsic
motivators, for instance, decrease students' confidence, feelings of autonomy, creative thinking
and problem solving, and overall intrinsic motivation (Dweck 2000: Amabile1996; Brophy
1981), this might be linked to the effective combination of extrinsic motivation method and
intrinsic one. Educators need to be flexible in applying both kinds of pattern to enhance the
max volume of significance to their students.

4.3. Build a community of Inquiry framework as well as staying connected as a class and
motivating each other.
In the digital era, technology is a privilege to humanity, especially in distant education
circumstances. It's easy for distance learners to feel alone without the company of peers and
the classroom vibration. This, in fact, leads to a lack of motivation. It is important to extend the
16
concept of the Community of Inquiry (CoI) to distance education. Via the skillful training of
these means of presence, online academic staff and students collaborate progressively to build
a fruitful online learning environment through which awareness is established (Garrison et al.,
1999).

It is also vital to build a sense of community such as Zalo, Skype in which all of the students
not only can keep in touch but they also get lessons updated during the distant time learning.
Attaching with classmates and mentors can help the learners the additional encouragement they
need to indulge in distance learning for a prolonged period of time. The ensuing sense of
belonging therefore plays a critical role in guiding individuals via an extraordinary period. Even
in the midst of the insulating struggles of long-term school closing, the experts recognize that
they are never isolated.

About 55% of teachers strongly agree that this is a good way to be a student's peer. In fact,
teacher 2 even reported, “My students feel the online group as the second class, they easily
keep in touch, share funny news and even encourage each other before the test”.

All four interviewees who applied this procedure guaranteed that not just the class ran more
smoothly than previous, yet in addition the understudy's mentality toward learning had been
fundamentally improved. One of the educators further emphasized the advantages of the
technical community by claiming that this encouraged the instruction of the classroom as a
whole and assured that no participants were left behind." Based on the amount of teamwork
tasks, inactive students in the classroom could be identified and motivated to engage more.

4.4. Discussions
Aside from previously mentioned methods, adaptability was the component expected to
adjust to each reasonable instance of understudy successfully. Three most selected methods by
English teachers above mostly draw attention to extrinsic motivation. while learner autonomy
as a main factor which helps learners in long term keep them motivated by themselves.

17
 Autonomy is a crucial predictor of inspiration, not only in language learning, and the elements
of preference tend to increase optimistic attitudes towards the task. Enabling the students to use
their own references (e.g. posts, websites, videos) demonstrates the trust of their teachers and
enhances their interest in work. They are likely to pick topics due to their own preferences,
which indicates that they like the mission more and thus they are more able to adhere to it.

Plus, instructors could likewise expand self-sufficiency by giving understudies a decision on

what arrangement to convey the aftereffects of their work in. According to teacher 1, she
allowed her students to create a short video about environmental topics, then they could share
their understudies' imaginative yield with the rest of the class. This was probably a thump on
impact on others' inspiration as well.

This understudy focused self-sufficiency is essential to natural inspiration, since grown-up

understudies are probably going to feel the most roused when they take an interest in the
learning cycle. Ryan and Deci (2000a) demonstrated that to encourage natural inspiration, the
fundamental requirements to feel related, skillful, and self-governing must be upheld.
Autonomy empowers students to pick up the experience of acting naturally decided as opposed
to being controlled. Teacher’s occupation as educators is to empower dynamic investment in
online class conversations, offer decisions regarding research ventures and article tasks, and
give heaps of helpful criticism. This mutual obligation assists understudies with remaining
included and feel associated with the topic, different understudies in the class as students.

18
V. CONCLUSION
Notwithstanding certain restrictions as far as information size, specialized major participants
and the status of the epidemia, this investigation has shed lights on some persuasive techniques
for HSGS learning attitude to English. By foregrounding five gatherings of inspirational
procedures, the examination could bring an overall comprehension of the educators' difficulties
when keeping students motivated during distant learning time.

The purpose of this thesis was to research the teaching methods English as a foreign language
(EFL) in HSGS and the role of encouragement in the build. The key results suggest that HSGS
students did not seem to have a target setting and a sense of duty with their own acquisition of
another dialect, nor were they inadequately driven to carry out autonomous learning tasks inside
the online classroom. The circumstance would in general improve when educators would
exploit a blend of outward and inherent inspiration and fabricate a network for understudies to
help one another. Moreover, inspiration and independence were profoundly, emphatically
associated. Inspiration added to half of the change in self-rule, filling in as a solid indicator for
and a vital factor impacting the levels of student independence.

19
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 APPENDIX 1
INVESTIGATING METHODS TO CREATING NON-ENGLISH MAJOR
STUDENTS’ MOTIVATION IN HIGH SCHOOL FOR SCIENCE GIFTED: A
SURVEY

The following questionnaire is aimed at investigating and collecting information about the
methods applied in HSGS towards creating motivations in learning English as a second language
learning

Please answer the questionnaire as honestly as possible.

The information collected here will be used for survey purposes only. Your personal
information will not be used to protect the informants’ identities.

I. Attitude towards creating motivations in learning English as a second language learning

1. Have you ever taught online?

 Yes  No
(If yes, how long have you been teaching? ……………………………………)

2. Tick (✓) the difficulty(s) that you have met in distant teaching
 Internet connection  Classroom Management

 Interoperability with students  Others: ...........................

3. Assess the enthusiasm and concentration of students in online classrooms compared to

traditional ones and effectiveness of online lectures
Tick (✓) the score that describes the level of your opinion with each criterion listed
below.
(1=very disagree; 2=disagree; 3=neither agree nor disagree; 4=agree; 5=very agree)

1 2 3 4 5

Students’ enthusiasm in traditional teaching

Students’ concentration in traditional teaching

Students’ enthusiasm in online teaching

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 Students’ concentration in online teaching

Effectiveness of online lectures

4. Do you have any methods to increase the effectiveness of lectures?

Tick (✓) your answer.
 Yes  No
(If yes, what are your methods? ............................................................................................
.....................................................................................................................................................
........................................................................................................................................)
5. Evaluate the effectiveness of the method(s) you have applied.
Tick (✓) the score that describes the level of your opinion with each criterion listed
below.
(1=very disagree; 2=disagree; 3=neither agree nor disagree; 4=agree; 5=very agree)

1 2 3 4 5

Effectiveness of the method(s) you have applied.

II. Personal information

1. What is your full name?

…………………………………………………………………………………………………

2. What is your gender? Tick (✓) your answer.

 Female  Male  Other

3. How long have you taught English?

…………………………………………………………………………………………………

4. How would you describe your remote class? Tick (✓) your answer.

 Very bad  Bad  Average  Good  Very good

THANK YOU FOR TAKING YOUR TIME TO COMPLETE THIS QUESTIONNAIRE!

24
 APPENDIX 2

INVESTIGATING METHODS TO CREATING NON-ENGLISH MAJOR STUDENTS’

MOTIVATION IN HIGH SCHOOL FOR SCIENCE GIFTED:

A QUESTIONNAIRE

Strongly Strongly
Items Disagree Uncertain Agree
disagree agree

Goal setting 22.2% 66.6% 11.1%

Rewards and praise 11.1% 33.3% 44.4% 11.1%

Meaningful feedback 33.3% 44.4% 22.2%

Cooperating with
11.1% 44.4% 22.2% 22.2%
parents at home

Staying connected as a
class and motivated 11.1% 33.3% 54.4%
each other

25