| dc.description.abstract | Although speaking plays a pivotal role in the successful conveyance of meaning,
Vietnamese tertiary education still lays lesser emphasis on this basic language
skill. With a view to fill the current literature gap in Viet Nam, the study aimed
at investigating how EFL teachers at Hoa Sen University implemented different
teaching strategies to intrinsically motivate non-English majored students to
speak English. The study incorporated three data collection methods to gather
data from a convenience sample size of 291 first- and second-year students
enrolled in the EIC 3 level and eight EFL teachers. Firstly, quantitative
questionnaire surveys were conducted to provide preliminary findings on
students’ perceptions of their teachers’ teaching strategies in terms of (1) their
frequency of use, (2) their efficacy in intrinsically motivating students to speak
English, and (3) the students’ attitudes towards performing these strategies.
Secondly and lastly, focus groups discussions and individual interviews were
carried out with a few exemplary students and the teachers, respectively, to find
out more detailed findings on their perceptions. The findings indicated that the
strategies of Discussion, Gamification, and Roleplay received the highest rating
in all three criteria (1), (2) and (3). The Debate and Storytelling strategies were
low in criterion (1), but was perceived as moderate in criteria (2) and (3). On the
other hand, the Presentation and Speech strategies were perceived lowest in all
three criteria. Details of the sample’s perceptions also revealed several benefits
of these strategies, including students’ increased interest in communicating in
English, learning engagement, self-confidence, classroom interaction, creative
thinking, critical thinking, and concentration. In light of the study’s findings, the
researcher advocated appropriate application of the examined teaching strategies
to optimize students’ English communication. | vi |
