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.

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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

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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.

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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.

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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

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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

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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

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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)

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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

57

10 List of Appendixes

Appendix 1: questionnaire for students (in Czech)

Appendix 2: questionnaire for teachers (in English)

Appendix 3: questionnaire for students (in Czech)

Appendix 4: questionnaire for teachers (in English)