TEACHER

STUDENTS

ENHANCING MOTIVATION ENHANCING MOTIVATION IN WRITING CLASSESIN WRITING CLASSES

ENHANCING MOTIVATION ENHANCING MOTIVATION IN WRITING CLASSESIN WRITING CLASSES

Linh, Tran Dang KhanhLinh, Tran Dang Khanh

Nha Trang Teacher Training College, Nha Trang Teacher Training College, VietnamVietnam

8th ASIA TEFL Conference, Ha Noi, 5-8 August8th ASIA TEFL Conference, Ha Noi, 5-8 August

PRESENTATIONPRESENTATION OUTLINEOUTLINE

1.1.Identifying problemsIdentifying problems

2.2.Researching related literatureResearching related literature

3.3.ImplementationImplementation

• Generating motivationGenerating motivation

• Maintaining motivationMaintaining motivation

• Why don’t writing classes appeal Why don’t writing classes appeal to either teachers or students?to either teachers or students?

• How can a teacher make his How can a teacher make his writing classes appeal both to writing classes appeal both to himself and his students ?himself and his students ?

1.1.Identifying problemsIdentifying problems

Students’ problemsStudents’ problems

• Lack of interest Lack of interest • Lack of ideasLack of ideas• Lack of vocabularyLack of vocabulary• Tiredness from long concentrationTiredness from long concentration• Unawareness of teacher’s Unawareness of teacher’s

expectations expectations

Teacher’s ProblemsTeacher’s Problems

I have a bunch I have a bunch of paper-of paper-grading!!grading!!

What can I do today What can I do today to make the class to make the class more interesting?more interesting?

Should I give more Should I give more functional functional

grammar? So grammar? So many wording many wording

mistakes!!mistakes!!

‘‘teacher’s skills in motivating teacher’s skills in motivating learners should be seen as central learners should be seen as central

to to teaching effectiveness.’teaching effectiveness.’

(Dornyei, 2001:116)(Dornyei, 2001:116)

2.2.Related literatureRelated literature

•Increasing learner satisfaction Increasing learner satisfaction and the question of rewards and gradesand the question of rewards and grades

•AppropriateAppropriate teacherteacher behaviourbehaviour

andand goodgood teacher-studentteacher-student rapportrapport•AA pleasantpleasant andand supportivesupportive classroomclassroom atmosphereatmosphere

•AA cohesivecohesive learner group characterisedlearner group characterised by group normsby group norms•GeneratingGenerating StudentStudent MotivationMotivation•IncreasingIncreasing learnerslearners’ ‘goal-orientednessgoal-orientedness’

•MakingMaking the curriculum relevant for learnersthe curriculum relevant for learners

•Maintaining and protecting motivation Maintaining and protecting motivation •Increasing the learners’ self-confidenceIncreasing the learners’ self-confidence•Creating learner autonomyCreating learner autonomy

•Encouraging positive self-evaluationEncouraging positive self-evaluation

JEREMY HARMER – JEREMY HARMER – Motivating the Unmotivated (4Motivating the Unmotivated (4thth VTTN VTTN

conference)conference)

Generating motivationGenerating motivation

1.1. Designing syllabi that meet Designing syllabi that meet S’s needs and match S’s S’s needs and match S’s competence.competence.

• Syllabus contentSyllabus content• Materials Materials • Class activitiesClass activities

Generating motivationGenerating motivation

2.2. Raising S’s awareness in:Raising S’s awareness in:• The importance of writing skills The importance of writing skills • Characteristics of written languageCharacteristics of written language• Genres and the characteristics of Genres and the characteristics of

eacheach• The differences between English The differences between English

and Vietnamese (native) writing and Vietnamese (native) writing styles styles

• Formal / informal EnglishFormal / informal English

Generating motivationGenerating motivation

3.3. Making lesson titles relevant to SsMaking lesson titles relevant to Ss

Ex: Ex: - Paragraph writing - Paragraph writing - How to state a simple - How to state a simple

opinion opinion - Narration - Narration - How to write a short story - How to write a short story

Maintaining motivationMaintaining motivation

4.4. Giving various classroom Giving various classroom activitiesactivities

• Dramatising / visualising Dramatising / visualising for concept understandingfor concept understanding

• Group workGroup work• GamesGames

Generating & maintaining Generating & maintaining motivationmotivation

5.5. Having writing process as the red Having writing process as the red thread permeating classes, with thread permeating classes, with combination of group work and combination of group work and individual workindividual work

Analysing Analysing question / need question / need Brainstorming ideasBrainstorming ideas organising ideasorganising ideas writing writing first draftfirst draft Checking & Checking & EditingEditing writing final draftwriting final draft

Generating & maintaining Generating & maintaining motivationmotivation

6.6. Helping Ss to design check-Helping Ss to design check-lists and use them to correct lists and use them to correct own & peer’s papers; own & peer’s papers; teacher’s grading only after teacher’s grading only after peer correctionpeer correction

Generating & maintaining Generating & maintaining motivationmotivation

7.7. Encouraging S-S and S-T Encouraging S-S and S-T communication through e-communication through e-mails, class journals, book mails, class journals, book reflection, etc.reflection, etc.

Results? Results? 100% students in favor of the writing 100% students in favor of the writing

– correction process.– correction process. 3 class journals3 class journals Why not more homework (8/83)?Why not more homework (8/83)? More time for writing classes (22 / 83)More time for writing classes (22 / 83)Why not games / writing contests Why not games / writing contests

between groups? (9/83)between groups? (9/83) 10 / 83 prefer teacher’s correction to 10 / 83 prefer teacher’s correction to

peer correction peer correction(Feedback from 83 Course (Feedback from 83 Course

Evaluation sheets /School year 08-09)Evaluation sheets /School year 08-09)

ConclusionConclusion

““The mediocre teacher tells. The mediocre teacher tells. The good teacher explains. The good teacher explains. The superior teacher The superior teacher demonstrates. The great demonstrates. The great teacher inspires.”teacher inspires.” (William (William Arthur Ward) Arthur Ward)