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MASARYKOVA UNIVERZITA
PEDAGOGICKÁ FAKULTA
Katedra anglického jazyka a literatury
How children are motivated: Resources for
learning English at basic school
Bakalářská práce
Brno 2007
Autor práce: Lea Slováčková Vedoucí práce: Mgr. Naděžda Vojtková
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Bibliografický záznam
SLOVÁČKOVÁ, Lea. How children are motivated: Resources for learning English at
basic school: bakalářská práce. Brno : Masarykova univerzita, Fakulta pedagogická, Katedra anglického jazyka a literatury, 2007. 60 l., 8 l. příl. Vedoucí diplomové práce Mgr. Naděžda Vojtková.
Anotace
Diplomová práce „Jak jsou děti motivovány: pomůcky pro výuku angličtiny na
základní škole “ pojednává o důležitosti motivace žáků na základní škole z hlediska
používání různých pomůcek ať již klasických (učebnice, slovníky), tak moderních jako
například počítače a příslušné výukové programy, internet apod. Tyto pomůcky jsou
roztříděny a také jsou popsány jejich výhody a nevýhody. V práci lze nalézt pár návrhů
jak s těmito pomůckami pracovat a na co dbát při jejich používání. V praktické části
jsou analyzovány výsledky z dotazníků (pro žáky a pro učitele), které jsou uvedeny v
příloze. Samotná analýza je založena na grafech, a také na osobních zkušenostech
autorky.
Annotation
This thesis ”How children are motivated: Resources for learning English at basic
school” deals with the importance of students’ motivation at basic school from the point
of view of using classical resources (coursebooks, dictionaries) and modern resources as
computers, computers programmes and the internet etc. These materials are classified
and described. You can find several suggestions how to work with these and what to
pay attention in this thesis. In practical part, questionnaires’ results are analyzed (pupils’
and teachers’). Both of these questionnaires are in appendix. The analyze is based on the
graphs and the author’s work experience.
Klíčová slova
Motivace, pomůcky, učení, učitel, žák, angličtina, vybavení
Keywords
Motivation, learning, materials, teacher, pupil, English, equipment
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Proclamation
I proclaim that I have elaborated and used only sources, which are mentioned in
the bibliography.
I agree with placing my work at Masaryk University in the library at Faculty of
Education. I also agree with accessing this work for study purposes.
In Uherské Hradiště, 8.8. 2007
Lea Slováčková
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Acknowledgments
I would like to thank to my supervisor Mgr. Naděžda Vojtková for valuable and useful
comments.
5
1 Contents 1 Contents ....................................................................................................................5 2 Introduction...............................................................................................................6 3 Theory .......................................................................................................................8
3.1 Learning ............................................................................................................8 3.1.1 Learning is a process of interaction between what is known and what is to be learnt.................................................................................................................9 3.1.2 Learning is a social process.......................................................................9 3.1.3 Learning is a situated process .................................................................10 3.1.4 Learning is a metacognitive process .......................................................10
3.2 Motivation.......................................................................................................10 3.2.1 Definition of motivation from the general point of view........................10 3.2.2 Motivation in educational process ..........................................................11 3.2.3 Motivational resources ............................................................................11 3.2.4 Extrinsic and intrinsic motivation ...........................................................11
4 Resources ................................................................................................................14 4.1 Computer resources...............................................................................................14
4.1.1 Computer programs.................................................................................15 4.1.3 The Internet .............................................................................................16
4.2 Audio-visual Resources ..................................................................................18 4.2.2 Films........................................................................................................20 4.2.4 Interactive whiteboards ...........................................................................21
4.3 Visual Resources.............................................................................................21 4.3.1 Overhead projectors ................................................................................21
4.4 Audio Resources .............................................................................................22 4.4.1 Tape recorders.........................................................................................22
4.5 Text-based resources.......................................................................................23 4.5.1 Coursebook .............................................................................................23 4.5.2 Magazines ...............................................................................................24 4.5.4 Games......................................................................................................25
5 Questionnaires.........................................................................................................27 5.1 Introduction.....................................................................................................27 5.2 Questionnaires evaluation ...............................................................................27 5.3 Teachers´ questionnaire evaluation.................................................................45
6 Conclusion ..............................................................................................................53 7 Summary .................................................................................................................54 8 Bibliography............................................................................................................55 9 The List of Graphs ..................................................................................................56 10 List of Appendixes ..............................................................................................58
Appendix 1: questionnaire for students (in Czech).................................................58 Appendix 2: questionnaire for teachers (in English)...............................................58 Appendix 3: questionnaire for students (in Czech).................................................58 Appendix 4: questionnaire for teachers (in English)...............................................58
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2 Introduction
It is more and more difficult to teach children today. They are surrounded by
technology and are often skilled working with it. They are proficient with computers
and are able to source information from the internet. They also watch TV many hours a
day. They have more independence and often have parents who do not care or are too
busy to give them proper time and attention. They seem to have enough money to buy
almost everything they need. These factors inevitably affect their approach to education
as well as posing more difficult demands for teachers who now have to find new ways,
methods and resources to prepare for English lessons and learning in general.
That is why I have chosen this subject as the basis for my bachelor degree. I
have been teaching English for three years and have been closely involved with this
problem on a daily basis.
I will focus on four schools in Uherské Hradiště. I will contact pupils as well as
teachers using questionnaires. I want to find out how much materials can motivate
children, how much they keep their attention, how often teachers and their students use
different kinds of materials and how much they like using a variety of different
materials.
In theoretical part of my work, I try to explain and summarize what learning is
and how important motivation is for learning English. I look at this theme from the
point of view of using various resources. I classify them and make something like a
manual showing their advantages, disadvantages, opinions and confrontation of various
authors writing about education.
In practical part, I evaluate questionnaires from students and teachers through
the graphs. The aim of this work is to compare what I know from my work experience
with theory and with experience of others (teachers and pupils).
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3 Theory
Why do we learn English? English is definitely a useful means of
communication. People travel much more than they used to do before 1989. A lack of
any English can often make traveling difficult. In my opinion, the aim is not to be
perfect in the whole four skills, but to understand and to be understood.
3.1 Learning
Learning is the most important activity for children from the moment they are
born. Some activities happen by instinct like creeping, walking, breathing, sucking,
grasp reflex and other reflexes. There must be a mother nearby to teach the first
syllables and words, using hands for simple expressions of joy, anger and pointing and
using hands to touch and explore. As soon as children are able to hear themselves
pronounce and repeat the first words we can talk about learning which then never stops.
The greatest progress in learning takes place up to the age of three by which time the
child is able to speak, communicate, express its feelings, learn hygienic habits. The
child is ready to go to kindergarten and be led and taught by a teacher. A child deepens
its skills, acquirements and habits by many guided activities. It gets into daily routines,
learning from other children and teachers. Children also learn to tolerate and respect
others; they learn to follow some new rules. There is a noticeable development in
language because of using songs, poems and rhymes. Later at school, children start
learning how to count, read and write. They also acquire general science, bases of social
sciences and children learn to get to know themselves. When children grow up, they
learn how to live without their parent’s help, they learn how to be independent and how
to look after themselves.
Adults learn as well, incessantly. Learning is a lifelong process, it is part of
every individual’s life and it is the fate of every living being.
People and thinkers have always been interested in learning from very early days
such as Platoon and Aristotle in ancient Greece. Many important works and studies
about learning were written by Jan Amos Comenius. Education interested John Locke in
England, Jean Jacques Rousseau in France, Lev Nikolayevich Tolstoy in Russia, Johann
Heinrich Pestalozzi in Switzerland and Johann Fridrich Herbart in Germany. With the
evolution of the world many theories were appearing.
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It would be very interesting to be concerned with all these theories and ideas
about education and learning. Nevertheless, this work is not destined for this study. I
have decided to talk about four contemporary theories of learning.
3.1.1 Learning is a process of interaction between what is known and
what is to be learnt
Learning can be defined as the expansion and modification of existing ways of
conceiving the world in the light of alternative ways. (1)
This constructive approach highlights the emphasis upon to prior knowledge
which is in a learner’s mind and which is activated during learning. This theory is called
schema theory as it proclaims first that knowledge is stored in our minds in patterned
ways (schemata) (Rumelhart, 1980) and secondly it is brought to the prominence of the
learners mind. According to Rumelhart there are three main processes by which existing
schemata are altered.
Accretion is getting of acquitted information that fits into pre-existing schemata.
Restructuring means that schemata are recognized to give new insights.
Tuning – existing skills and knowledge become automatic
These theories also say that each person is an individual creature and learns
differently. Nobody has exactly the same schema.
This idea of memory and knowledge is not new. It regresses to Bartlett’s work
and Piaget’s theories of cognitive development.
3.1.2 Learning is a social process
Modern learning places much more emphasis on the importance of social
interaction. It sees the learner as a social constructor of knowledge.
Shared consciousness
David Wray and Jane Medwell the authors of many educational publications
believe that “a group working together can construct knowledge to a higher level than
can the individuals in that group working separately. The knowledge rests upon the
group interaction.”
Borrowed consciousness
Vygotsky speaks about “zone of proximal development” which is the gap
between what a learner can do in collaboration with others and what a learner can do
alone. This theory proposes that learning appears in two ways: once on the social field
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and once on the individual. Nowadays, most learning theories associate themselves with
Vygotsky’s views.
3.1.3 Learning is a situated process
This theory is based on a view that learning is connected with an activity in
which it takes place. That people learn everything in context and in which it is
developed and used. (Brown et al 1989)
There are some obvious problems that children have in learning. One of the most
usual is transfer of learning. Let me give an example. A child who spells ten
words correctly in a spelling test is likely to spell several of these wrongly when writing
a story a short while afterwards. Why is that? The answer is simply that the learning of
the spelling is so inextricably bound up with the context of learning that it cannot easily
be applied outside of this context.
3.1.4 Learning is a metacognitive process
Proclaiming that the most effective learners are those who have a degree of
awareness about their own levels of understanding of what they are learning is a good
deal of interest. According to Vygotsky there are two areas of knowledge development:
• Automatic unconscious acquisition (we learn how to do this or that and we do
not know that we already know it).
• A gradual increase in active conscious control over that knowledge (we
begin to know what we know and that there is more that we do not know). So
we can say that metacognition unable to be a successful learner, it is connected
with intelligence, it is higher thinking that takes in active control over the
cognitive processes inquired into learning. It is defined as thinking about
thinking too, but still here is much debate over what metacognition is. (1)
3.2 Motivation
3.2.1 Definition of motivation from the general point of view
According to Nuttin motivation is a hypothetical process. Characteristic process
for motivation is aiming and passing energy of behaviour. Concrete aiming on different
objects is determined by learning. However, the effects of outer stimulation are not
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always defined clearly from the effects of motivation. It is necessary to distinguish two
different levels of action. Firstly, it is the specific way for reaching specific objects.
Secondly, an individual being involved in motivation is looking for something. The
individual is distracting from some objects, in others he/she is persevering. It means that
motivated behaviour has a direction or aim. It is aimed on something which brings
satisfaction. Motivation gives behaviour unity and meaning, along with cognitive
processes structures movements that leads to meaningful activities. (2)
3.2.2 Motivation in educational process
In educational process, we understand motivation in two ways. As the means of
developing of the effectiveness in learning - it is the question of motivation of students.
In addition, as one of the aims in educational incidence at school – the question of
development of the motivational issue. It is difficult to split these two ways because of
their bilateral connection.
In learning processes mainly during active learning, in optimal personal
relationships, in a good emotional atmosphere and by using of appropriate teaching
methods, the structure of motivation may change as the person’s view to learning may
change. (3)
3.2.3 Motivational resources
We can talk about three main sources of motivation:
• It is the learner’s natural interest – use of cognitive needs.
• Another source is from the point of view of social relationships – in
learning process and as the result of this process are social needs.
• Finally in the light of the complexity of tasks which are interposed on
students.(3)
3.2.4 Extrinsic and intrinsic motivation
It is widely agreed that motivation has a great effect on a student's capacity to
learn. Learning the language is not just studying grammatical structures, vocabulary,
spelling and so on. It is about the insight into various cultures and their life, traditions,
customs and confidence. There are many reasons for learning English. Some people just
want to obtain a certificate, to get an exam pass, to enter university, to get promotion, to
11
please their parents and partners. They want to go abroad and get a good job there or
just travel. People are sociable and want to communicate with different nationalities as I
have already mentioned.
We call this extrinsic motivation, because it derives from the influence of some
kind of external incentive.(4)
For young learners (and not only for them) it may also be a reward - praise, good
marks, working with special equipment etc.
In general, the whole educational systems tend to extrinsic reward and extrinsic
punishment, its opposite. The system of marking is well known. “Better” students are
rewarded by good marks or more advanced work to do or some other work (for example
helping the teacher). Students may be verbally praised in front of the whole classroom
or placed to a higher level group. All these aspects increase self-worth. It only leads to
sustained motivation.
Failing students are another point in terms of motivation. To work with them
carefully is very important. They always know they are weaker than the “better” ones.
Then the reward system can be demotivating for them, because there is always someone
else who gets rewarded.(5)
On the other hand, there is intrinsic motivation – the learner’s natural interest,
desire to invest effort in the learning for its own sake and it can be connected with
situation inside the classroom.(4)
Learners can study for rewards within the work itself. Some people like the
language, some people want to experience the fun of learning, to set oneself a personal
challenge, they like to be with other students.(6)
To tell the truth only a few students get a sense of intrinsic satisfaction from
learning process. There may also be “integrative motivation” which is a desire to
identify with the culture of the foreign language.(5)
Many people have favourite singers and actors. American and British entertaining show
businesses are oversaturated with these people. They are their idols and heroes and it is
natural that they want to understand what they sing and say, they want to know
everything about their lives. Some teachers try to improve students’ motivation by using
games, songs and interesting activities or materials.
12
There are many reasons for learning English. “In any case, the scale of
motivation will be the factor in determining how seriously we approach the work, how
often we set aside for it, how hard we push ourselves.”(6)
It is very difficult to define motivation; it is better and more useful to think about
it as “motivated learner”.(4)
It is known that adults are usually easier to teach because they have made their
own decision to study a language. Many of them have started to work for foreign firms
and companies investing and working in our country. Managers of these firms quickly
discovered that there was a lack of people speaking good English. Their employees
started to learn English and other languages because they are linked to financial reward
and they know exactly what they want to achieve.
Children on the other hand, usually do not get the opportunity to make their own
decision to attend an English course or class. Young learners are often told either by
parents or by school to do so. In general, children have a greater immediate need to be
motivated by the teacher or the materials in order to learn effectively.(4)
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4 Resources
We live in an age of information technology. We have to be prepared to face up
to something new and we have to learn how to use it, because technology is all around.
Computers, videos, CD players, tape recorders and various sorts of projectors have been
used as resources in language teaching for at least twenty years.
4.1 Computer resources
Computers are an important teaching material. As I have already mentioned
above, people almost all over the world cannot avoid technology and its progress. The
need to become technologically literate touches almost everyone and it would be a
shame not to use computers as teaching aids. They are very useful aids and there is the
added advantage of the self-check facility.
In my opinion the computer is a very interesting and motivating teaching
resource. I can see the excitement and enthusiasm of children when I take them to
computer room. It is clear they are motivated more and often work more painstakingly. I
think it is the advantage of taking in computers in class. Another advantage is that
English is a language of computers and many learners know basic words connected with
using computers. Even people who do not study English language have come in touch
with these words and they know their meanings.
At the beginning of their boom, electronic teaching aids were very simple.
Mostly there were restricted types of grammar exercises, enriched by a sound to point
out a right or wrong answer. Initially, learners used these as effective, helpful
typewriters - interesting objects to work with and ones which provided excitement as
they were new and unusual.
Using computers in lessons requires detailed preparation in terms of practice in
setting up programs, getting students into them and them solving problems with moving
from stage or one program to another.(4)
I totally agree with this comment. I would never teach English without any
preparation in computer room. Many students are more skilled in the use of computers
then many teachers. A problem with the power supply might appear; in this case, it is
good to have something in reserve instead.
14
The real advance in the use of computers in language teaching came with the
transition from floppy-disc to compact discs (CDs) as the basic form of software, the
proliferation of e-mail as a means of communication and, most importantly, with the
arrival of the Internet as a widely available resource. Today there is a vast array of
language teaching material available on CD ROM or DVD, ranging from self-study
materials to supplement published course-books, to ESP-based courses and culture-
based materials. Many learners of English have access to e-mail and the Internet at
home as well as at school and this presents teachers with a range of useful options in
terms of setting writing tasks, communicating with learners by e-mail, giving learners’
research tasks and setting up project work based on researching the Internet. Where
previously such tasks would have involved a great deal of letter writing on the part of
both teacher and learners, on the one hand, and a potentially time-consuming visit to the
local library on the other, they can now be accomplished quickly and easily without the
learner ever having to leave his or her PC.(7)
4.1.1 Computer programs
There are many suitable programs in language learning and they are available
from various sources. They are sold on CDs or DVDs, together with documentation that
contains operating instructions and suggestions for use in class. Among the most useful
programs on the market are authoring programs. These enable teachers to enter their
own texts, vocabulary lists and tests items into program frameworks, and make it
possible to link computer activities with current classroom work. Non-authoring
programs, sometimes known as dedicated programs also have a place in the language
classroom. Dedicated programs have often been designed for purposes other than
language teaching, and thus help to bring the outside world into the classroom.(8)
4.1.2 CALL – Computer assisted language learning
It is described as a means of presenting, reinforcing and testing particular
language items. The learner is presented with a rule plus examples, and then answers a
series of questions which tests his/her knowledge of the rule, the computer giving an
appropriate feedback and awarding a mark, which may be stored for later inspection by
the teacher.(8)
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4.1.3 The Internet
When I asked my students to explain what the Internet is, there was a long pause
and they were unable to express themselves clearly. Several adults had similar problems
as the children. Let us look at what the textbook “How to Use the Internet in ELT” says.
Basically, the Internet is a network of people and information, linked together by
telephone lines, mobile phones or wireless systems. This network is connected by many
computers all over the world. There are many ways how they are connected to
computers. One of the possibilities is via telephone lines or antennae. The Internet is
used by many academic institutions, governmental and international organizations,
companies, firms and many others.(9)
Nowadays, many educational institutions have started to invest money into the
Internet. Almost every school in this country has at least one designated computer room
complete with fittings as have universities. Even nursery schools are connected to the
Internet. Some of them have web cameras so parents can observe their children in the
middle of educational process to find out how they are progressing. When children
come back home from school, parents are in the picture and their conversation about
English or any conversation can be entered. When parents ask their children how the
school was, they often hear: It was good, we did nothing etc. When seeing what their
own child is doing on the web, the parent can ask concrete questions. In my view,
children can be quite tired when coming back from school and it is easier for them to
answer specific questions.
This paperless medium has many advantages as a resource for teaching and
learning a language. It supplies an unlimited range of topics to choose from, all in one
handy location.(9)
It is full of learning materials designed for teaching and learning English
language. The materials can be live text communication with other online users, live
audio or webcam chat with other users so called chat rooms where students can
communicate with other people online. One must be careful using chat rooms because
we never know who is attached on the other side. We should find a chat room that has
been set up by a reliable organization. It is good to have inter-school contacts and
establish an email exchange programme. Certainly, it is a safer route than chat rooms.
IRC (Inter Relay Chat) is another way to make contacts with local schools. It is a
16
technology for setting up own chat rooms. Students usually know who they are talking
to which is good.(10)
Other resources are delayed-response text communication (e.g. e-mails, message
boards, forums, contributions to websites, etc.), reading web-based text (newspapers,
magazines, articles, catalogues, entertainment, etc.), downloading and using web-based
content (language exercises, films, games, music, etc.) and designing own web pages
and websites. One can make free phone calls since it uses the Internet lines. There are
places where we can find prepared lesson plans, ideas and worksheets. We can share our
ideas, problems or thoughts with other teachers around the
world.
Many of these materials and sources are updated regularly: monthly, weekly or
daily and that helps to motivate children. New publications are offered almost daily and
because they are “just” on screen, one can look about a wide amount of books. Some of
them are available only on websites.(6)
The Internet is not limited by anything so everyone can search for any topic he
or she is interested in. The most common database is World Wide Web. The World
Wide Web (or the “Web”) is a system of interlinked, hypertext documents accessed via
the Internet. With a browser, a user views Web pages that may contain text, images,
videos, sounds, maps and other multimedia and navigates between them using
hyperlinks.(11)
Of course, if we give lessons at school some web pages must be blocked and
censored, because many of teenagers look for fastidious pages containing various
forbidden photos and videos. Another problem goes with security. Almost everything
on the Internet is public and could be seen or read by other people, so we should be
careful with sending information. Because the Internet is not limited a teacher’s
demands should be clear and specific.
Students tend to respond better when they feel involved and engaged in the
subject and the extent of the web means that if teacher can find out what the students are
interested in, he/she can find it on the web. Teachers must be prepared and see all the
pages before the lesson, because what was there yesterday may not be there today.
Teachers must also bear in mind that not everyone is computer literate and some
students find it difficult and not so interesting to work with the Internet. Maybe they
have a lack of experience with computers or a dislike of new technology -
technophobia. Some people do not believe that working with the Internet and computers
17
brings any contribution towards their language learning. They might consider this class
not proper and effective.(12)
That is why we should always say why we are doing this activity, what it is good
for and how students could use it further and in other subjects. In any case, the internet
is a fantastic motivating tool with unrestricted possibilities. Many, many students use
the Internet in their free time and they will be surely pleased to use it in class.
The Internet meets their needs because it is a modern dynamic medium, students
have to make their own decision and it gives them a little bit of independence. The
Internet brings the real world into the classroom and gives the students an opportunity
to explore learning in a different way.(10)
4.2 Audio-visual Resources
4.2.1 Video
This is a useful teaching aid because it has the big advantage of illustrating
words and authentic language, which is good for practising pronunciation, and using it
adequately. Video carries many flexible, smart and time saving operations. We can start
and stop it, run it forwards and backwards and ‘freeze’ frames in order to talk about
them.(4)
There is a volume control as well. We can turn the sound off, or make it quieter
or louder. Students can hear various styles of English and their dialects. They can see a
new dimension as setting, gestures, emotions, actions, facial expressions, eye contact,
physical relationships etc.(6)
In normal life rarely do we hear just voices or sounds. These audio perceptions
are mostly accompanied by visual situations. In every class teachers want their students
to work with recorded conversation or to transform what was heard but students never
see those people.
As Mark McKinnon says in his article, “using video provide an important visual
stimulus for language production and practice.”
I have mentioned some of advantages. Now let me centre on some disadvantages
for a while. Blackout is not very usual nowadays, but it can happen. More frequent are
breakdowns and technical problems. Video is not portable and that means if one wants
18
to use it he/she must give a lesson in a video room and some problems in schedule can
come to the surface. It is better to have an alternative lesson ready.
Some of the teachers tend to turn a video on at the beginning and turn it off at
the end. It works fine and in my opinion, it is very pleasant when teachers are tired. Still
we are the teachers and we must keep our students somehow involved in the process.
This is linked to the above. Some parents may get annoyed when hearing their child has
spent the class watching TV as they can do that at home. This can be prevented by
ensuring that time actually watching the video is kept to a minimum and also by the
children having something concrete to show to parents connected to the video: a
worksheet, picture etc.(13)
In general, children and not only them love watching films and serials. Many of
them are shot in English and most of them are quite popular. They have positive
attitudes towards video. They have a nice feeling of using something modern and in.
However, there is a wide range of advice, suggestions, video courses published
with accompanying materials and activities how to enhance lessons where videos are
available. Some of these focuses on helping students to listen and understand better,
some aim to teach grammar or function. An increasing number of recordings are
integrated with course books and have many activities.(6)
When selecting a video several factors should be considered:
Degree of visual support – it is good to choose visual sequences, the more visual the
better
Density of language – it is the amount of language spoken in a particular time
Clarity of picture or sound – picture and sound should be clear in case of copying
from TV
Speech delivery - 'Clarity of speech, speech rate and accents are all factors in
determining how difficult a video excerpt will be for students to comprehend.'
Language content - linguistic items that are presented in scenes are important. It is
good to have a lot of repetition especially for young learners. If the video
corresponds with coursebook or curriculum of the class that is the best
way how to work with it.
Language level - the video should be appropriate to the children’s standard.(13)
19
Authors such as Scrivener, Ur and McKinnon agree that video is a fantastic
source to exploit because of all the advantages I have listed above. Scrivener describes
an interesting idea of how to make one’s own video.
In my opinion, it must be fun for children to see their teacher on television
pretending he is a reporter, moderator or whoever. Another useful tool is to have a
camera. We can make our own sequences and record students speaking. Of course,
students might be shy or less obedient but it depends on how teachers organize the
lessons, what rules are set and how students are encouraged. According to me, if
students can see themselves on the screen, they can more easily recognize their mistakes
and improve themselves more quickly.
4.2.2 Films
There are some interesting documentaries in the Club of Culture in UH as they
are the main organizers of the international ecological film competition “It Is Up To
You, Too.” Documentaries from all over the world mostly in English can be borrowed
for non-commercial screening for schools. I often use this type of films for my
advanced classes. Learners like to watch these films and discuss questions about the
countryside, nature, global warming, highly endangered species, underwater and sea
life, exotic animals and countries. These films archive are with every film competition
and they have the same rules for free non-commercial screening.
4.2.3 DVD
DVD works on the same principle as video. DVD technology provides several
more possibilities. The biggest pro is CD instead of a cassette. CD is much easier to
operate with. We can jump accurately to a specific moment, replay small sections with
precision, have subtitles in English or any included language on screen. There is a much
clearer fast-play or fast-rewind facility, allowing watching the images while we wind.
We can also pause a single image more clearly. Many discs have isolated sound cues
and music available (for use without watching a film).
Almost every textbook or grammar book includes a CD that contains
supplementary materials, short complete programmes or jigsaw viewing – viewing
activity.(6)
20
4.2.4 Interactive whiteboards
Interactive boards are big touch-sensitive screens connected to a computer.
Through a projector computer, video, animation, graphics and sound can be projected.
This means that the image is visible on the screen to the whole class. The most
contributing item is the visual background catching pupils’ attention. We can make
presentations, videos, surf the Internet, download information and many other things
and that all makes the lesson more interesting. To save whatever we have done before
and use it later is very time saving. It is also good that everything is done through touch
on screen, which makes the work simple and attractive. This is a new, modern teaching
aid and children always tend to use these conveniences.
Graeme Paton, who is an education correspondent in Great Britain, has designed
a government-backed study for the British Ministry of Education. He was quite critical
of interactive boards.
According to his study, whiteboards are turning students into spectators. It says
that teachers are more concentrated to technology to create faster and more complicated
lessons that overtax children. The pace of some classes slowed as teachers gave each
child a chance to use the board. In some cases, teachers paid too much attention to a
technology while the teaching of students was allowed to trail away. It also shows that
children are highly motivated at the beginning. Unfortunately, it does not last long. (14)
Leaving aside all these disadvantages, interactive whiteboards are bought more
and more and lecturers are invited to schools to show teachers how to work with them
by many head teachers.
4.3 Visual Resources
4.3.1 Overhead projectors
This underused teaching aid is a small machine that projects images onto a
screen or a whiteboard. It is very useful for presenting visual or written material.(4)
What is visible is good. It is practical, attention catching and it has brighter
lettering and colours. Teachers do not have to prepare papers so much, so the OHP is
both economical and ecological because what we can photocopy on the paper that we
can equally photocopy onto transparencies. Transparencies are suitable for writing or
drawing. OHP is time saving, it minimizes the writing. If the teachers are good at
21
drawing they can make their own materials if not, children can do it for them. I think
students will appreciate this because they will be doing something valuable for
themselves and the teachers and again what they have done will be visible. We can also
photocopy students’ works or tasks on transparencies. Because teachers do not have to
write so much on the blackboard or whiteboard, the control over the classroom could be
more often and easier. A disadvantage of the OHP is that it is quite big and we must
carry it in to every class. I do not think many classrooms have them. It is breakable like
all electric equipments and bulbs blow. We should not let children to play with OHP’s.
We should give clear instructions how to operate them and what children are supposed
to do (whether to make notes, look at the screen or just listen). Although this country is
small, the Czech Republic is one of the biggest consumers of paper. From this point of
view, the OHP saves trees and the environment.(15)
4.4 Audio Resources
4.4.1 Tape recorders
I would agree that tape recorders are still the most exploited teaching aids at
many schools. There are many tapes in every language cabinet. Tapes are usually cheap
and accessible. Tape recorders are portable, quite small and easy to use. Almost every
tape recorder can work on batteries too, which is good if there is a problem with the
electricity or if the plugs are out of order. The counter is a very smart helper in the event
of finding particular parts.(4)
Searching for them in the middle of the lesson is a waste of time. Tapes are
valuable sources of authentic language. It is always worthwhile when hearing native
speakers. Learners can hear accents, intonation, stresses, proper or even poor
pronunciation, linking, and various sounds and so on. Of course, the lack of a
background image makes it more difficult to listen to some of the information. A
conversation is usually surrounded by many sounds and other voices so sometimes the
information might sound confusing and nobody avoids some mistakes in
comprehension exercises. I think that listening is very benefiting for everyday life.
Almost everyone will get in touch with a situation when he or she must listens to an
announcement at the airport, train or bus station. They are full of people and very noisy
and one has to concentrate . Listening to cassettes is a good practice.
22
4.5 Text-based resources
4.5.1 Coursebook
There are many places where textbooks are used daily and they are taken as the
main material. Many schools create their syllabus according to their textbooks. We
could also find places where coursebooks are not used at all. Teachers are inspired by
other sources and they create their own syllabus according to students’ needs. This
usually happens at language courses and with older learners. Teaching English language
at basic schools and secondary schools is based on textbooks. Textbooks facilitate
teaching and that is why many teachers like using them.
There is usually a clear framework, they are written in a structured way, and
they provide ready-made exercises and contain invaluable grammar explanations. What
is good is that a coursebook helps in planning and inexperienced teachers can follow it
or they can be inspired by it. Textbooks are accompanied by workbooks (sometimes
they are even better than textbooks), listening tapes or CDs and teachers’ books.(6)
Teachers’ books are presented as manuals. There are ready made lessons starting
with warm up activities, a main theme and an ending plus some optional activities. A
coursebook can be a good guideline for students and their parents, if they want to have
apparent information about continuance of following lessons. If a learner feels he/she
wants to work on his/her own, a textbook is a perfect guide as well. In addition, students
can rely on entire sets of reference material. The shape, size and weight of a book is
ideal for carrying so people can take it anywhere they want. It is bound so papers stay
together.
On the other hand, one textbook is never suitable for the whole class. Every
learner has different interests and needs. Some students might have had a „bad”
experience with the book they used in past and they are discouraged from using a new
one.
Honestly, I have come in touch with several “bad” textbooks. There is a
possibility that if a teacher uses a textbook too often learners will become bored, typical
of all materials when used too much.
In my opinion, the best way is to combine using textbooks and other resources.
It very much depends on teachers whether or not they are satisfied with the structure of
the textbook, vocabulary, exercises or extracts.
23
4.5.2 Magazines
Magazines are valuable sources. They generally have a few articles based on
thought provoking subjects that can really stimulate a class of teenagers and discussion
may last for hours if it is well prepared. Articles are objective and actual. They are
classified according to a learner’s level and age. They contain valuable pictures,
paintings and photos that most children appreciate. Articles and interviews include a
translated vocabulary list that saves a lot of time. Magazines involve information about
life, people, geography, customs and habits in England and other English speaking
countries as well as information from all over the world. We can talk about intersubjects
relationship, which is an important topic in the new system of education.
Some Czech newspapers have a special page in English (Lidove noviny, Pravda)
every Thursday which is helpful for adult students and sometimes there is information
and materials which can be used by teachers for a class to make the lesson more
interesting. Some suitable magazines, which are used in our schools: Crown, Click,
Current, Hello, Friendship. These are useful materials for education.
Except magazines, newspapers and journals, I would like to highlight other very
useful materials, these are authentic materials as things of daily use as fliers, tickets,
posters, advertising brochures, advertisements, etc. We can meet these in everyday life
and that is why I find them very practical.
4.5.3 Music, songs and poems
Songs may be used on recordings like cassettes, CDs, DVDs or played on
musical instruments. The most used are with piano or guitar because if teachers play
them, they can concentrate either on playing or on children.We even do not need any
recording or instrument. We can just sing a song and we can do it anytime.
Songs are often used as fillers at the end of the lesson or to change the mood or
the pace of the lesson. Not only can we use music and songs as fillers but we can base
the whole lesson on them. There are songs in every coursebook nowadays. They are
often connected with grammatical, vocabulary and functional items and the content the
lessons contain. Many teachers choose their authentic material, favourite songs and
music.
24
The advantage of authentic songs is that they are often newer and perhaps more
suitable and interesting for students. In my opinion, a teacher should know what his\her
students would like and prepare accordingly. Of course, not all students will appreciate
this. It always depends on what the child and teacher decide. Music can be a nice
background for relaxation or activities when children work at their own pace on their
own. I can see the contribution at least; they can listen to native English and its
pronunciation. Listening to modern music and songs in an English lesson or at home is
very good for learning because students like it and they are “in”. They are able to
remember and repeat words without knowing or understanding them.
Choosing an English top song for translation or filling exercise is highly
appreciated and children enjoy it very much. Singing is something like refreshment for
learners.(16)
Scrivener gives many ideas how to enhance lessons by using music and songs.
Using music in class especially classical can give teachers something to talk
about with students at the start of the lesson especially if the teacher does not know the
class or if he or she wants to test the knowledge of new students. Music can be used for
imaging; students close their eyes and visualize images from their own imagination or
from the teacher’s words or someone else. Music helps to close down, conclude, to say
good-bye.(6)
Poetry is also an amusing resource. It depends on what level of poetry we use. If
we work with children at basic schools, we choose short, entertaining, universally
appealing and easily memorized poems. Children can practise their pronunciation, word
and syllable stress, linking, rhythm, intonation, new vocabulary, they can see the formal
and informal language and they can practise their imagination. After reading a poem,
students can talk about their feelings and emotions, which is very creative. Very popular
is creating limericks, rhymes, riddles and haiku, which is a Japanese poem in three lines
and usually about nature. If we give students a few examples, they can easily create
their own poems that are rewarding and motivating.(16)
4.5.4 Games
When reading several articles and papers from teachers from all over the world,
there was nobody who said that he/she does not play games with students.
As Jan Amos Komensky, known as “Father of Modern Education”, wrote in his
Great Didactic much can be learned in play that will afterwards be of use when the
25
circumstances demand it. A tree must also transpire, and needs to be copiously
refreshed by wind, rain, and frost; otherwise, it easily falls into bad condition, and
becomes barren. In the same way, the human body needs movement, excitement, and
exercise, and in daily life these must be supplied, either artificially or naturally.(17)
Let us include a few typical suggestions that games offer. Games are especially
refreshing after demanding activities such as doing grammar exercises, making
dialogues and testing etc. They change the pace of the lesson from the serious to the
lighthearted. A game is a wonderful way of breaking the routine of classroom drill by
providing relaxation while remaining within the framework of language learning. It
increases cooperation and is good for communication among students. A game can be
stimulating and entertaining, and when the participants have stopped playing the game,
we can use it as a stimulus for additional activity.(16)
These are very important points, but according to me, what is more important is
that games are fun. Fun gives games the magical quality that can make them irresistible
to teachers trying to engage a class. Fun can transform a task or drill into a rewarding
game. It seems logical to suggest that an activity, which is fun, is going to be
motivating. This is probably the argument that justifies the use of games for many
people.(18)
26
5 Questionnaires
5.1 Introduction
For the purposes of this work, I distributed many questionnaires to children and
teachers at several Basic schools in Uherské Hradiště. Both of questionnaires are in the
appendix. When creating the questions for the questionnaires, I decided to divide the
children into sexes, because I anticipated different answers, motivational factors and it
seemed to me it could be interesting to know the differences.
5.2 Questionnaires evaluation
I received back 164 questionnaires, there out 83 were from boys and 81 were
from girls. The form itself has 11 questions. I have summarised the results in the graphs
bellow.
5.2.1 Which foreign languages do you study at school?
At basic school where I worked, only English was taught. I wanted to find out
how many children learn other foreign languages.
23
19
21
4
7
5
0 5 10 15 20 25
all
girls
boys
%
French
German
1 graph showing learning other foreign languages at basic schools
23 % of all questioned have chosen German as the other language. 4 % of all
pupils study English and French. Girls attend French more than boys.
I think that girls generally study more languages than boys do. French is more attractive
for them as it is a Roman language. It sounds gentler than rough German.
5.2.2 How many hours a day do you study for English?
27
Girls when compared to boys are more conscientious regarding lesson
preparation. I wanted to make sure this fact with the question above. From my three
years of teaching experience I can say that girls were better prepared for lessons than
boys were, they did their homework, fulfilling tasks. It was clear in some cases there is
someone in the family helping with English. In my opinion, this fact itself was
motivating.
36%
50%
13%1%
0 min
0 - 30 min
30 - 60 min
60 - 120 min
2 Graph showing preparation for English of all pupils as a percentage
36 % questioned pupils do not prepare for English at home at all. I think the
number can be higher according to my pupils´ results.
50%
43%
7% 0%
0 min
0 - 30 min
30 - 60 min
60 - 120 min
3 Graph showing time of preparation for English of boys as a percentage
22%
57%
19%
2%
0 min
0 - 30 min
30 - 60 min
60 - 120 min
4 Graph showing time of preparation for English of girls as a percentage.
28
Comparing graph 3 and 4 shows that 78% of girls do English homework for at
least half an hour as opposed to 50% for the boys and this confirms my experience.
5.2.3 How often do you have lessons in a language lab?
One of the motivational factors is lessons in a language lab. Each class had a
lesson in language lab once a week.
6%
45%
35%
5%
9%
never
1x
2x
3x
4x
5 Graph showing learning in language lab per week.
94 % of pupils have a lesson in a language lab at least once a week. It is a high
number. We have to realize there are 3 or 4 English lessons per week. Moreover, there
are 2 language labs at the school.
5.2.4 Where do you prefer to have lessons?
From my own experience, I know that pupils prefer English in a language lab
rather than in a classroom. I wanted to find out if it is true generally and if there are
more expressive differences in perception between boys and girls. The other part of the
question is reasons for answers.
22%
68%
10%
ordinary classroom
language laboratory
somew here else
6 Graph showing preferences according to learning room as a percentage.
29
50% of the pupils prefer the language lab, which I expected. Children prefer a
nice room that is ideal for teaching as well as learning. There are a lot teaching aids,
audio-visual resources, pictures, posters, headphones, whiteboard with felt pens etc.
Children sit in a U shape and can see each other. They are closer to each other and
communicate much better than in an ordinary classroom. They also participate in
classroom’s decoration by doing a project every month. Almost every project is hung on
the wall so everyone can see it. This is a good way to motivate children as they can see
that what they do is not useless and that others can learn from their projects.
reasons for ordinary classroom
10%
15%
21%
8%
25%
2%
2%
4%13% I am used to
do not move
feel good
no smell
space
sitting order
acoustics
concertration
unlisted
7 Graph showing reasons for learning in an ordinary classroom as a percentage
One of the most mentioned reasons for having a lessons in an ordinary
classroom is more space, feeling good, indolence to move from one place to another,
being used to one place. Nowadays, some children are spoiled and quite lazy
30
13%
13%
22%
10%
23%
3%
16%
I am used to
do not move
feel good
no smell
space
sitting order
unlisted
8 Graph showing reasons why boys prefer learning in an ordinary classroom
5%
18%
19%
5%
28%
5%
10%
10%
I am used to
do not move
feel good
no smell
space
acoustics
concertration
unlisted
9 Graph showing reasons why girls prefer learning in an ordinary classroom
Girls prefer an ordinary classroom because of the space and indolence to move.
Concentration is also a strong reason when compared to boys. A fully decorated
language lab may cause less intensity of concentration, because of overloading
perception.
31
Reasons for language laboratory
13%
6%
34%
1%
6%
12%
10%
4%
4%
4% 6% feel good
copying
tools
acoustics
environment
sitting order
change
amusement
concentration
cooperation
unlisted
10 Graph showing all pupils reasons for learning in a language lab as a percentage
Pupils like various aids (e.g. headphones) and good atmosphere in language lab.
They appreciate a U shape sitting order, which is a good change for them.
14%
11%
27%
3%
12%
14%
3%
3%
2%
11%
feel good
copying
tools
acoustics
environment
sitting order
change
concentration
cooperation
unlisted
11 Graph showing boys´ reasons for learning in language lab as a percentage
32
12%
1%
43%
10%
16%
7%
4%6% 1%
feel good
copying
tools
sitting order
change
amusement
concentration
cooperation
unlisted
12 Graph showing girls´ reasons for learning in language lab as a percentage
It is evident from the graph 11 and 12 that boys prefer the language lab because
they can copy easier if they are not certain. They like different sitting orders and in
12%, the environment, which was not mentioned by girls at all. On the other hand, girls
prefer language labs as there are more aids and they enjoy lessons there because it is
more fun for them.
5.2.5 Circle three aids which are the most used in your English lessons
I wanted to find out which aids are used the most. I was using textbooks,
dictionaries, CDs and tape recorders.
33
85
8
15
10
27
57
22
5
2
35
9
10
3
4
0 20 40 60 80 100
coursebooks
other books
magazines
pictures
games
tape recorders
videos
computers
interactive whiteboards
DVD
dictionaries
songs
the Internet
films
%
13 Graph showing most used aids
It is obvious coursebook is the most used material. As I said in the theoretical
part teachers and not only them like drawing on coursebooks. The educational syllabus
is based on using coursebooks .I have found out that most students like to follow a
coursebook. Students like to have a clear system and a textbook helps to fulfil this. Tape
recorders are fully exploited as well. They are almost in every classroom and they have
cassettes, which we can put into a manipulation deck. Children love listening exercises
and listening to songs with headphones. A quite high number have dictionaries. In my
opinion good teachers teach pupils to use dictionaries, students can use this experience
in later life. In the theoretical part a much promoted resource was the video.
Unfortunately, only few teachers use it in their lessons.
34
5.2.6 Circle three aids you would like to use during English lessons
17
10
16
2
34
5
5
21
35
26
26
5
15
1
1
41
40
0 10 20 30 40 50
coursebooks
other books
magazines
pictures
games
tape recorders
overhead projector
videos
computers
interactive whiteboards
DVD
dictionaries
songs
poems
rhymes
the Internet
films
%
14 Graph showing which resources children would use the most.
If we compare graph 13 and 14 we can see that children would like to use the
resources that are not used by teachers very often. These are the Internet, DVD player,
video, computer, interactive whiteboards and games. This bears witness to what I have
thought. Children like using modern materials. They are always very happy when we go
to the PC room or watch a film and then work with it. When the lesson is in the PC
room, I have mentioned that children are highly motivated at the beginning of the
CALL lesson. After a while they want to surf the Internet. If I give them time to find
some information on the web they like it, but they cannot concentrate too long. They
even use the Internet at home and in their free time at school it being a big inducement
for them. I have to keep checking to see if they are doing what they were told to do.
35
18
8
6
1
30
4
6
22
42
28
34
5
4
1
0
51
40
16
12
23
2
37
7
5
21
27
25
19
5
27
0
2
32
42
0 10 20 30 40 50 60
coursebooks
other books
magazines
pictures
games
tape recorders
overhead projector
videos
computers
interactive
whiteboards
DVD
dictionaries
songs
poems
rhymes
the Internet
films
%
girls
boys
b
15 Graph showing which aids boys and girls prefer in English lessons
Boys are definitely more interested in audio-visual resources than girls. It is
known boys are more enthusiastic with regard to computers and technology in general.
Games were mentioned very often. This agrees with the fact that children are very
playful creatures and teachers should not forget about this. Girls prefer reading
36
magazines and other books, playing games. It is evident girls would like to sing songs,
which is very pleasant.
5.2.7 How would you feel, if you had a native speaking teacher?
Having a native speaker as a teacher is motivating according to the graph. I think
that the presence of a native speaker is contributing and motivating because of his/her
pronunciation and because of useful, interesting and valuable information he/she can
pass on to students about his/her country and experience. Students might be
concentrated more on what he/she is saying. On the other hand, almost the same number
of students would not care. Maybe they cannot imagine being in such a situation. If they
did not care, they would be those passive students sitting at the back of the classroom.
Shy pupils are everywhere as well as students who like being in the centre of attention.
18%
12%
39%
31% I would be shy to
communicate
I would communicate
without any coyness
I would be motivated in
his presence
I would not care
16 Graph showing reactions of pupil to presence of a native speaker in English lessons
I was not surprised by these results. When we look at the second and the third
answer and put them together, we can say that the presence of native speaker would
motivate 50% of pupils.
37
11%
10%
33%
46%
I would be shy to
communicate
I would communicate
without any coyness
I would be motivated in
his presence
I would not care
17 Graph showing reactions of boys to the presence of a native speaker in English lessons
26%
14%
45%
15%
I would be shy to
communicate
I would communicate
without any coyness
I would be motivated in
his presence
I would not care
18 Graph showing reactions of girls to the presence of a native speaker in English lessons
What are the differences between boys and girls and their reactions to a native
speaker teacher? According to their answers, girls are shier to communicate but more of
them would be motivated. More boys than girls would not care. Boys are usually more
lazy than girls in their approach to school in general. I think that if the native speaker
were an attractive young woman, results would be different.
38
5.2.8 Do you do anything extra for your further development in English?
From my personal point of view, I was interested whether pupils would do
something extra for being better at English.
21%
78%
1%
yes
no
unlisted
19 Graph showing how many pupils have extra English lessons.
21% of all questioned answered that they have extra English lessons in their free
time. I suppose 21% is not much. But I was not surprised. Only a few of the pupils
attend courses, have private teachers or are given lessons by their relatives. In the next
part of the question, students who answered YES circled another ways of extra lessons.
6%
44%
24%
26%
private teacher
relatives
course
unlisted
20 Graph showing who teaches pupils extra English lessons
Relatives give extra lessons to 44 % of students. The family is a very important
unit in this region. I have often helped relatives with their English. Family members are
closer to children, so the atmosphere may be more relaxed. Children are not shy to ask
whatever they wish and learning with a relative can be motivating for them, because
they have plenty of time to talk and the relative person can gently persuade his/her pupil
about the advantages of the ability of speaking English.
39
0%
40%
27%
33%
private teacher
relatives
course
unlisted
21 Graph showing who gives boys extra English lessons
11%
47%21%
21%
private teacher
relatives
course
unlisted
22 Graph showing who gives girls extra English lessons
5.2.9 Do you think it is important to speak English nowadays?
I was very curious how children are aware of the importance of knowing a world
language. The graph shows answers YES and RATHER YES.
85%
1% 2%2%
10%
yes
rather yes
rather no
no
unlisted
23 Graph showing the importance of learning English (all questioned)
95 % of pupils answered that it is important to speak English nowadays, which is
a heart-warming factor.
40
50
53
21
4
1
11
7
0 10 20 30 40 50 60
world language
comunication
job
study
media
traveling
no data
%
24 Graph showing reasons of all questioned for learning English.
Half of those interviewed mentioned that the main reason for studying English is
the fact it is a world language so that it offers great possibilities in mutual
communication among people of different nationalities. 21 % of people said that
learning English is good for a future career in the Czech Republic as well as anywhere
in the world. What is interesting about this question is the fact children exactly know
why English is so useful to speak but most of them are lazy to learn it and have many
thrusts when working in lessons. Of course, it depends on the age of students. Young
learners (6-12) complain less than teenagers do.
41
5.2.10 The most frequent contact with English is
To understand pupils’ motivation I have evolved this question.
63
57
24
7
5
13
62
9
0 10 20 30 40 50 60 70
at school
when I work with computer
when I listen to songs
when I watch TV and video
I have a penfriend, I send letters and emails
when I visit my relatives abroad
when I go on holiday
during other opportunities
%
25 Graph showing pupils´ contact with English as a percentage.
63 % of students have circled the answer at school as I supposed. Another high
number is when they go on holiday with parents. We can connect this with the
awareness of importance of using English. Many of those interviewed mentioned,
“when I work with computer”. As I have written in the theoretical part, English is a
language of computers, and many children are motivated by exploiting this modern
technology “friend”.
42
52
61
19
5
5
11
53
8
74
52
30
10
6
15
72
9
0 20 40 60 80
at school
when I work with computer
when I listen to songs
when I watch TV and video
I have a penfriend, I send
letters and emails
when I visit my relatives
abroad
when I go on holiday
during other opportunities
%
girls
boys
26 Graph comparing means of contacts of boys and girls with English as a percentage
As I have shown above, boys in general prefer to work with computers than girls
do. Girls come across English when they listen to songs and when they are on holidays.
However, we cannot recognize whether they use it or not from this graph. I always tell
my students there is no need to be worried about speaking English. The important thing
is to speak it and not be hung up by any mistakes. According to my experience, if one
speaks incorrect English but a native speaker understands its meaning and responds to
you it is encouraging and bodes well for another conversation.
5.2.11 ..My most favourite activity in English is
I tried to find out in my last question what pupils would love to do best in
English lessons. They loved listening to music and dialogues.
43
43
24
30
19
13
46
17
12
0 10 20 30 40 50
playing games
doing dialogues
listening to songs
reading (magazines,
newspapers, articles…)
games I can move
working on computer
listening of a teacher
interpretation
I do different things, which
%
27 Graph showing pupils´ popular activities in English lessons.
The most mentioned activities in lessons of English are working on computers
(46%) playing games, listening to songs and dialogues.
37
10
13
11
13
58
14
16
49
38
48
27
12
35
20
9
0 10 20 30 40 50 60 70
playing games
doing dialogues
listening to songs
reading (magazines,
new spapers, articles…)
games I can move
w orking on computer
listening of a teacher
interpretation
I do dif ferent things, w hich
%
girls
boys
28 Graph comparing popular activities of all questioned in English lessons
44
It is evident that girls generally gained more from activities than boys did.
Working on PC is dominant with boys, which is not surprising. We can say girls are
more active in lessons than boys.
5.3 Teachers´ questionnaire evaluation
5.3.1 Circle the most used teaching aids that you use
100
78
89
94
100
100
61
72
17
83
78
17
0 20 40 60 80 100
Coursebooks
Other books
Magazines
Pictures
Games
Tape recorders
Equipment of language lab (manipulation desk)
videos, DVD
overhead projector
Computer and computer programmes
the Internet
Interactive whiteboards
%
29Graph showing aids used by teachers teaching English
5.3.2 How often do you use these?
Coursebooks
94%
6%
All the time
sometimes
rarely
never
30 Graph showing frequency of using coursebook in English lessons
45
Other books
11%
28%
39%
22%
All the time
sometimes
rarely
never
31 Graph showing frequency of using other books in English lessons
Magazines
6%
55%
28%
11%
All the time
sometimes
rarely
never
32 Graph showing frequency of using magazines in English lessons
Pictures
44%
50%
6% 0%
All the time
sometimes
rarely
never
33 Graph showing frequency of using pictures in English lessons
Games
22%
72%
6%
0%
All the time
sometimes
rarely
never
34 Graph showing frequency of using games in English lessons.
46
Tape recorders
83%
17%
All the time
sometimes
rarely
never
35 Graph showing frequency of using tape recorders in English lessons
Equipment of language lab (manipulation
desk)
22%
44%
17%
17%
All the time
sometimes
rarely
never
36 Graph showing frequency of using equipment of laboratory lab in English lessons
Videos, DVD
6%
38%
28%
28%
All the time
sometimes
rarely
never
37 Graph showing frequency of using videos, DVD in English lessons
Overhead projector
6%
22%
72%
All the time
sometimes
rarely
never
38 Graph showing frequency of using overhead projector in English lessons
47
Computer and computer programmes
17%
39%
33%
11%
All the time
sometimes
rarely
never
39 Graph showing frequency of using computer and computer programmes in English lessons
The Internet
11%
50%
22%
17%
All the time
sometimes
rarely
never
40 Graph showing frequency of using the Internet in English lessons
Interactive whiteboards
6%
17%
77%
All the time
sometimes
rarely
never
41 Graph showing frequency of using Interactive whiteboards in English lessons
48
5.3.3 What do children prefer more?
44%
56%
classical aids
modern aids
it depends on
terms
42 Graph showing which learning materials children prefer
5.3.4 Are you satisfied with school equipment?
61%
39%Yes
No
43 Graph showing teachers’ satisfaction with teaching equipment
5.3.5 Are you satisfied with the principal’s supply of teaching resources?
44%
6%
50%
Yes
No
Sometimes
44 Graph showing level of satisfaction between teachers and principal concerning teaching
resources
49
5.3.6 Do you think children are motivated by using various aids?
89%
11%
Yes
No
45 Graph showing students’ motivation from the point of view of teachers
78
50
67
22
50
33
0 20 40 60 80 100
are they more
active
do they display
own initiative
are you
motivated by
them
Partly
Yes
46 Graph showing how materials influence children’ activity from the point of view of teachers
5.3.7 Does your school have a native speaker?
61%
39%Yes
No
47 Graph showing how many native speakers teach at schools in Uherské Hradiště in percentage
50
5.3.8 If yes, is his/her stay motivating for children?
82%
18%
Yes
No
Do not know
48 Graph showing whether children are motivated by native speaker presence according to
teachers
5.3.9 Is his/her stay motivating for you?
91%
9%
Yes
No
49 Graph showing whether teachers are motivated by native speaker presence
5.3.10 Have you ever invited a native speaker to your lesson?
61%
39%Yes
No
50 Graph showing whether teachers invite native speaker to their class
51
5.3.11 How did your children react to presence of the native speaker?
38%
38%
8%
8%
8%
they w ere interested
in his/her talking
they w ere shy
they asked many
questions
active
they w ere got
51 Graph showing students’ reactions to a native speaker
5.3.12 Conclusion
I wanted to find out how much and which aids teachers use in their English
lessons. I was looking for inspiration and new ways of using them. I was interested in
the equipment for teaching English at four basic schools in Uherské Hradiště. I was not
disappointed at all. I was surprised with the level of teaching aids. I personally spoke to
many teachers and I have met enthusiastic people very interested in their job. I have
decided not to accompany each graph with my comments or evaluation. Every teacher
has his/her own system and way of teaching and every class is different. I am not
supposed to criticise or evaluate these ways.
I would like to point out an interesting fact that according to graph number 49
teachers are even more motivated by a native speaker’s presence than the children are.
On the other hand, teachers feel that children are also motivated by the presence of
native speakers. Tape recorders, coursebooks and games are used by every teacher. 94%
of teachers use pictures and this fact does not agree with students’ answers.As I have
expected the most favoured teaching resources are coursebooks, games, tape recorders,
magazines, pictures, computers and computer programmes. Many teachers have become
used to making the most of these resources as they have been around for many years.
52
6 Conclusion
In the introduction of theoretical part, I was dealing with learning and motivation
because they influence each other and are inseparable. Having read a lot of vocational
literature, I have decided to divide learning into four contemporary theories, because it
is such a huge theme and I did not want to stray from the subject. It is clear that a good
motivation facilitate learning. I was dealing with motivation itself in the next chapter in
more detail.
I have classified motivation from various points of views. I have found out that
motivation is difficult to define. That is why authors speak about motivation in several
fields. In addition, the questionnaires I have created, helped me to understand better the
students’ needs and wishes, shown that there are differences between boys and girls and
that many things in educational process depend on communication between a teacher
and his/her students.
In the part called “Resources” I have tried to list materials and sources, which
are on the market. I was describing their advantages and disadvantages, offered a few
suggestions how to enrich a lesson with various materials and what to pay attention.
In the practical part, I have found out that there some differences between boys
and girls. I have confirmed my experience from my occupation that girls are more
conscientious than boys (graph 3 and 4) Girls are also more interested in learning
English both at school and in their free time. They like a nice environment and like to
be surrounded by nice things. Boys are strongly influenced when using computer then
they are willing to do almost everything (graph 26 and 28).
Tape recorders and coursebooks are used by every teacher. Children ,mentioned
the same as well.
I have tried to be both objective and accurate when showing data and have
created graphs to show the level of interest in learning and teaching English at four
basic schools in our town.
53
7 Summary
This thesis deals with learning and motivation because they influence each other
and are inseparable. It is a huge theme that is why learning and motivation are classified
from various points of views. In the part called “Resources” materials and resources that
are on the market have been listed and described with all their advantages and
disadvantages. There are offered a few suggestions how to enrich lessons with various
materials and what to pay attention. The practical part is divided into two parts. It
consists of students’ and teachers’ questionnaires. There are mentioned students’ and
teachers’ attitudes to various materials and resources through the graphs.
54
8 Bibliography
1 WRAY, David, MEDWELL, Jane. Teaching English in Primary Schools . 1998th edition. Exeter : [s.n.], 1998. 176 s. 2 2 NAKONEČNÝ, Milan. Motivace lidského chování. 1997th edition. Praha : Academia, 1997. 270 s. 3 HRABAL, Vladimír, MANN, František, PAVELKOVÁ, Isabella. Psychologické otázky motivace ve škole. Praha : SPN, 1989. 232 s. 4 UR, Penny . A Course in Language Teaching: Practice of Theory : (Cambridge
Teacher Training and Development) (Paperback). Marion Williams. Cambridge : Cambridge University Press (UK), 1999. 154 s. 5 LITTLEJOHN, Andrew. Motivation : Where does it come from? Where does it go?. English teaching professional [online]. 2001 [cit. 2001-04-19]. Dostupný z WWW: <http://www3.telus.net/linguisticsissues/motivation.html 6 SCRIVENER, John. Learning Teaching. Adrian Underhill. 2005th edition. Oxford : Macmillan, 2005. 431 s. 7 BOWEN, Tim . Teaching approaches: computer assisted language learning [online]. Macmillan Publishers., 2000 [cit. 2007-07-20]. Dostupný z WWW: <http://onestopenglish.com/section.asp?catid=59442&docid=146490>. 8 JONES, Christopher, FORTESCUE, Sue. Using Computers in the Language
Classroom. 3rd edition. Harlow : Longman, 1987. 152 s 9 TEELER, Dede, GRAY, Peta. How to use the internet in ELT. Jeremy Harmer. 4th edition. Harlow : Longman, 2000. 120 s. 10 ROBERTSON, Callum. Using the internet . Teaching English [online]. 2002 [cit. 2007-07-19]. Dostupný z WWW: <http://www.teachingenglish.org.uk/think/resources/knowledge_net2.shtml>. 11 Wikipedia [online]. 2001 , 03:43, 15 July 2007 [cit. 2007-07-17]. Dostupný z WWW: http://en.wikipedia.org/wiki/Internet 12 DRURY, Paul. Teaching technologies: successful internet lessons in the EFL classroom. Onestopenglish [online]. 2000 [cit. 2007-06-05]. Dostupný z WWW: http://www.onestopenglish.com/section.asp?docid=146530 13 GALLACHER, Lynn. Video and young learners. Teaching English [online]. 2002 [cit. 2007-07-13]. Dostupný z WWW: <http://www.teachingenglish.org.uk/think/resources/video_young1.shtml>. 14 PATON, Graeme. Whiteboards 'are turning pupils into spectators'. Telegraph.co.uk [online]. 2007 [cit. 2007-07-03]. Dostupný z WWW: <http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2007/01/29/nschool129.xml>. 15 FINCH, Alan. Using the OHP. Teaching English [online]. 2007 [cit. 2007-06-30]. Dostupný z WWW: <http://www.teachingenglish.org.uk/think/resources/ohp.shtml>. 16 DOBSON, Julia M. Effective Techniques for English conversation Groups. Washington D.C. : [s.n.], 1987. 137 s. 17 KOMENSKÝ, Amos Jan. The Great Didactic (1649) [written 1628-32], as translated by M.W. Keatinge (1896) 18 MONAGHON, Daniel . Playschool for grown-ups? Changing the rules of the game in language teaching. Onestopenglish [online]. 2007 [cit. 2007-07-04]. Dostupný z WWW: <http://www.onestopenglish.com/section.asp?catid=59798&docid=154675>.
55
9 The List of Graphs 1 Graph showing learning other foreign languages at basic schools ..............................27 2 Graph showing preparation for English of all pupils in percentage.............................28 3 Graph showing time of preparation for English of boys as a percentage ....................28 4 Graph showing time of preparation for English of girls as a percentage.....................29 5 Graph showing learning in language lab per week. .....................................................29 6 Graph showing preferences according to learning room as a percentage....................30 7 Graph showing reasons for learning in an ordinary classroom as a percentage ..........30 8 Graph showing reasons why boys prefer learning in an ordinary classroom ..............31 9 Graph showing reasons why girls prefer learning in an ordinary classroom...............31 10 Graph showing all pupils reasons for learning in a language lab as a percentage .....32 11 Graph showing boys´ reasons for learning in language lab as a percentage..............32 12 Graph showing girls´ reasons for learning in language lab as a percentage .............33 13 Graph showing most used aids...................................................................................34 14 Graph showing which resources children would use the most. .................................35 15 Graph showing which aids boys and girls prefer in English lessons .........................36 16 Graph showing reactions of pupil to presence of a native speaker in English lessons.........................................................................................................................................37 17 Graph showing reactions of boys to the presence of a native speaker in English lessons .............................................................................................................................38 18 Graph showing reactions of girls to the presence of a native speaker in English lessons .............................................................................................................................38 19 Graph showing how many pupils have extra English lessons. ..................................39 20 Graph showing who teaches pupils extra English lessons.........................................39 21 Graph showing who gives boys extra English lessons ..............................................40 22 Graph showing who gives girls extra English lessons ...............................................40 23 Graph showing the importance of learning English (all questioned).........................40 24 Graph showing reasons of all questioned for learning English..................................41 25 Graph showing pupils´ contact with English in percentage.......................................42 26 Graph comparing means of contacts of boys and girls with English in percentage ..43 27 Graph showing pupils´ popular activities in English lessons. ...................................44 28 Graph comparing popular activities of all questioned in English lessons .................44 29Graph showing aids used by teachers teaching English..............................................45 30 Graph showing frequency of using coursebook in English lessons...........................45 31 Graph showing frequency of using other books in English lessons ..........................46 32 Graph showing frequency of using magazines in English lessons ............................46 33 Graph showing frequency of using pictures in English lessons.................................46 34 Graph showing frequency of using games in English lessons. ..................................46 35 Graph showing frequency of using tape recorders in English lessons.......................47 36 Graph showing frequency of using equipment of laboratory lab in English lessons.47 37 Graph showing frequency of using videos, DVD in English lessons ........................47 38 Graph showing frequency of using overhead projector in English lessons ...............47 39 Graph showing frequency of using computer and computer programmes in English lessons .............................................................................................................................48 40 Graph showing frequency of using the Internet in English lessons...........................48 41 Graph showing frequency of using Interactive whiteboards in English lessons........48 42 Graph showing which learning materials children prefer ..........................................49 43 Graph showing teachers’ satisfaction with teaching equipment ................................49
56
44 Graph showing level of satisfaction between teachers and principal concerning teaching resources ...........................................................................................................49 45 Graph showing students’ motivation from the point of view of teachers ..................50 46 Graph showing how materials influence children’ activity from the point of view of teachers............................................................................................................................50 47 Graph showing how many native speakers teach at schools in Uherské Hradiště in percentage .......................................................................................................................50 48 Graph showing whether children are motivated by native speaker presence according to teachers. ......................................................................................................................51 49 Graph showing whether teachers are motivated by native speaker presence ............51 50 Graph showing whether teachers invite native speaker to their class........................51 51 Graph showing students’ reactions to a native speaker ............................................52
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