A SURVEY ON TEACHER’S USE OF REWARDS IN MANAGING YOUNG LEARNERS IN ENGLISH CLASSES AT OLYMPIA PRIMARY SCHOOL, HANOI

Abstract

This research paper is a case study that concerns the use of classroom rewards of fourteen English language teachers at Olympia Primary School in Tu Liem District, Hanoi, to manage student’s motivation and discipline. Its purposes are to find out 1) particular kinds of rewards for Olympia Primary School students in English classes, 2) the English language teachers’ preferences towards their use of rewards of, 3) the teachers’ perceived usefulness and effectiveness of rewards in managing student’s motivation and discipline, and lastly 4) advice on using classroom rewards for other teachers and educators from the Olympia Primary School English language teachers. Data from two data collection instruments, printed questionnaire and classroom observation, are analyzed with both statistical and qualitative analysis methods. It turns out that tangible rewards and social rewards are the two most commonplace rewards, followed by intangible rewards. Two tendencies in how the teachers give rewards are that 1) younger students receive different rewards than older ones and 2) all students, regardless of their age, receive the same kinds of rewards. Rewards are employed either randomly or in every lesson by most of the English language teachers to motivate primary school students as well as to maintain order in the classroom. To be specific, rewards are offered when students 1) show enthusiasm in learning, 2) behave well and 3) feel bored to learn. In light of recommendations from English language teachers at Olympia Primary School in using rewards, social rewards and intangible rewards should be used more than tangible rewards and activity rewards. Giving rewards with the aim of motivating students needs to be regular and consistent, but with the aim of disciplining them, this should be done with more consideration, because it might be negatively regarded as bribery by students.