Index

ABSTRACT .............................................................................................................. 1 INTRODUCTION ...................................................................................................... 2 CHAPTER I .............................................................................................................. 1 STATEMENT OF THE PROBLEM ......................................................................... 4
1.1 DESCRIPTION OF THE PROBLEM....................................................................... 5

1.2 OBJECTIVES ............................................................................................................... 7 1.2.1 General Objective .................................................................................................... 7 1.1.1 1.2 1.3 Specific Objectives ............................................................................................ 7 JUSTIFICATION ...................................................................................................... 7 SCOPE OF THE WORK........................................................................................ 10

CHAPTER II ........................................................................................................... 12 THEORETICAL FRAMEWORK ............................................................................ 12

2.1. Motivation ................................................................................................................. 12 2.1.1. Rational Motivation: ............................................................................................. 16 2.1.2. Extrinsic Motivation ............................................................................................. 16 2.1.3. Natural or Intrinsic Motivation ............................................................................ 17 2.2. Study Habits ..................................................................... Error! Bookmark not defined. 2.2.1 Twelve strategies to have good study habits .................................................... 20 2.2.2. Some key points to remember about studying ................................................. 25 2.2.2. Study Habits of Successful Students ........................ Error! Bookmark not defined. 2.2.3. When to study and how to study ............................... Error! Bookmark not defined. 2.2.4. SQ3R Method of Reading ............................................ Error! Bookmark not defined.

CHAPTER III ............................................................................................................ 1 HYPOTHESIS ........................................................................................................ 32

3.2 Operationalization of Variables............................................................................... 34

CHAPTER VI .......................................................................................................... 39 METHODOLOGY DESIGN.................................................................................... 39

4.1. Type of Study and Design ...................................................................................... 39 4.2. Sampling Procedure ............................................................................................... 40 4.2.1. Approaching the Field of Study .......................................................................... 40 4.2.2. Diagnostic Study .................................................................................................. 40 4.2.3. Definition of the Problem ..................................................................................... 41 4.4. Planning Phase ........................................................................................................ 42 4.4.1. Literature Review .................................................................................................. 42 4.4.2. Operationalization of variables ........................................................................... 44 4.4.3. Data Collection Instruments................................................................................ 44 4.4.4. Validity of Data Collection Instruments ............................................................. 46 4.4.5. Validity and Reliability ......................................................................................... 47 4.4.6. Ethical Aspects ..................................................................................................... 47 4.5. Execution Phase ...................................................................................................... 48 4.5.1. Data Collection Procedure .................................................................................. 48 4.5.2. Data Processing.................................................................................................... 49 4.5.3. Data Interpretation and Analysis ........................................................................ 50

V. TIMETABLE....................................................................................................... 53 VI. BUDGET ........................................................................................................... 56

6.1. Supplies .................................................................................................................... 56 6.2. Services .................................................................................................................... 56

APPENDIXES ........................................................................................................ 57
Appendix A ...................................................................................................................... 57 Appendix B ...................................................................................................................... 59 Appendix C ...................................................................................................................... 64 Appendix D ...................................................................................................................... 65 Appendix E ...................................................................................................................... 66 Appendix F....................................................................................................................... 67

REFERENCE PAGE .............................................................................................. 69

ABSTRACT
The Study of the relationship between the study habits and the intrinsic motivation of the Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador during the semester I 2014 will be carried out to know the reasons why Basic English students have a low development in their communication skills. This project will provide meaningful data with the main problems the studied population has; therefore, the researchers will look for the best strategies to be given to the studied population so that they can improve their communication skills. The researchers carried out a diagnosis in order to identify the Basic English students perspectives towards having study habits and intrinsic motivation in English classes. To collect data about this phenomenon, the researchers have chosen to create different instruments as a questionnaire for the Basic English students (morning groups), and an interview for each of the Basic English teachers (morning groups) of the Foreign Language department of the Western Multidisciplinary Campus of the University of El Salvador about intrinsic motivation and low study habits students show in the classroom. The researchers have created an observation guide to observe the Basic English morning classes during Semester- I-2014. Finally, the researchers will analyze the results obtained from the project to make conclusions and recommendations in order to make a change in this situation which affects students progress in their learning English process.

INTRODUCTION
The present research project is being developed with the purpose of studying the relationship between study habits and intrinsic motivation of Basic English students (morning groups), and how this contributes to their academic development during Semester I-2014 at the University of El Salvador, Western Multidisciplinary Campus. The researchers of this project agreed to do investigation and look for the most remarkable information to portray the reluctance Intensive Basic English students have in their academic development. This project is divided into four chapters. In chapter I, the statement of the problem contains a detailed description the researchers made of the diagnosis to get reliable data that contributed to build the basis of this project. The scope of the work, justification, and the research objectives are also part of this chapter. The second chapter is the theoretical framework. Since there were no previous works similar to this research project, the theoretical framework is made of concepts, examples, techniques, tools, and suggestions that some cited theorists provide to prove that intrinsic motivation and study habits are essential when learning a second language. In addition, Chapter III contains the hypotheses and the operationalization of the variables. Chapter IV describes the methodology used to carry out the project. It comprises the sampling procedure, the research tools, and their components. As a conclusion, this project is expected to be the basis for further research in the future in which students, teachers, or researchers of the Foreign Language

Department at the Western Multidisciplinary Campus of the University of El Salvador can find reliable and useful information to start building their own research projects.

CHAPTER I: STATEMENT OF THE PROBLEM

The learning of a foreign language is certainly a difficult matter. It is a process that requires a lot of practice, time, and dedication. It can become a long process that can last the entire life. However, every day, more and more people are deciding to learn a foreign or a second language because they are aware of the importance of speaking more than one language and the opportunities that it brings. The process is long and systematic, and sometimes the learners find themselves having more difficulties than they thought they would have when they began the journey of learning. So, to complete the goal of learning a second language, researchers will motivate students to develop effective study habits. Regarding motivation, the online encyclopedia Wikipedia (1994) defines it as the process that initiates, guides and maintains goal-oriented behaviors. Motivation is what causes us to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge. Motivation, thus, is not only a thought, but it is also a process that involves the biological, emotional, social, and cognitive forces that activate the acts and behavior of a person. Regarding study habits, few students confess to have developed study habits at any level of the educational system. That means that students in the period from elementary school to university do not have a plan of study, do not have a schedule to study, do not have strategies to submit their homework assignments in time, and do not take control of their own learning. This is exactly

the issue that has been found in Intensive Basic English at the Western Multidisciplinary Campus of the University of El Salvador.

1.1.DESCRIPTION OF THE PROBLEM

According to an observation carried out in September 2013 in the Intensive Intermediate English I students of group 4 of the Western Multidisciplinary Campus of the University of El Salvador, approximately 75% of the students were not paying attention in class and did not participate; they seemed to be not interested in the class, but the 25% of students were paying attention and participating. Learning English requires motivation. Many experts agree that there are three major components of motivation. Those components are, according to Tiegert (2011), activation, persistence and intensity. Activation involves the decision to initiate a behavior, such as enrolling in a class. This component of the motivation was fulfilled when the students of Intensive Basic English I decided to study the Licenciatura en Idioma Ingles Opcin Enseanza at the Western Multidisciplinary Campus of the University of El Salvador. According to an interview administered in October 2013 to the teachers of the Intensive Intermediate English I group 4 of the Western Multidisciplinary Campus of the University of El Salvador, approximately 60% of the students were active participants and qualified to be in that term. Some students of the same course were interviewed in October 2013 and stated that they had lots of problems during their Intensive Basic English classes because they did not understand the directions and most of the things they were told because everything was in English.

They also said that almost the 55% of their classmates had failed the subject and the 25% were taking the subject in the second chance. Students were also interviewed about their study habits: two out of ten students said that they were accustomed to reading their notes after each class and that they practiced outside the classroom. The poor level of motivation and study habits are a big concern for the teachers of the Foreign Language Department of the Western Multidisciplinary Campus of the University of El Salvador. The causes of these problems may vary; therefore, another question arises: Are motivation and study habits the real causes of the failure of students in their Intensive Basic English course? Intrinsic Motivation is very important in order to have study habits. Intrinsic Motivation is what comes from inside and makes people do things for their own benefit. So, if students are not motivated, they will not study hard and get good grades in order to pass the English course. A short interview helped researchers identify if students of the Intensive Basic English class of the Western Multidisciplinary Campus of the University of El Salvador had study habits and intrinsic motivation in order to pass the term. With this investigation, the researchers expect to provide an answer to the following question: What is the relationship between the study habits and the intrinsic motivation of the Intensive Basic English Students morning groups of the Western Multidisciplinary Campus of the University of El Salvador regarding the achievement of the objective communicating in English using various basic structures, stated in the syllabus during semester I-2014?
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1.2. OBJECTIVES
1.2.1. General Objective

To determine how intrinsic motivation and study habits affect the performance of Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador in the achievement of the objective established in the English syllabus during semester I-2014.

1.2.2Specific Objectives

To measure if the Intensive Basic English I students of the Western Multidisciplinary Campus of the University of El Salvador, semester I 2014, practice the study habit of group work

To assess if the Intensive Basic English I students of the Western Multidisciplinary Campus of the University of El Salvador, semester I 2014, practice the study habit of re-reading their classes

To evaluate if the Intensive Basic English I students of the Western Multidisciplinary Campus of the University of El Salvador, semester 2014, practice the study habit of having a schedule for studying.

To assess if the Intensive Basic English I students of the Western Multidisciplinary Campus of the University of El Salvador, semester 2014, practice the study habit of practicing outside the classroom.

To notice what level of motivation students from the Intensive Basic English of the Western Multidisciplinary Campus of the University of El Salvador semester I 2014 posses.

1.3. JUSTIFICATION
The research team considers this research study worth carrying out because it will reveal important information about the performance of the Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador, semester I 2014. It will be focused on studying the main factors that affect students study habits, students plausible interest in learning English, and their motivation towards learning a new language. The researchers selected the Intensive Basic English morning groups because it is composed of students beginning their university studies. They are just experiencing the first stages of this new journey in their learning process, and consequently, they are still going through the first phases of the motivation cycle. The researchers selected this group because the students of Intensive Basic English I have poor level of knowledge about the subject; the researchers want to assess the study habits that the students have developed before entering the university. Finally, the importance of this study is, therefore, that it will be useful to determine the factors of the students performance in Intensive Basic English during semester I-2014. It will also help the researchers and teachers have a better understanding about the topic, so they notice if students are motivated and practice some study habits in order to achieve the objectives established in the designed Intensive Basic English syllabus.

1.4. SCOPE OF THE WORK

This research focuses on motivation and the study habits of students beginning the major of Licenciatura en Idioma Ingls opcin Enseanza, the population under study will be the five morning groups of students taking the subject of intensive Basic English at the Western Multidisciplinary Campus of the University of El Salvador during the semester I-2014. In this study, the financial investment will not be an obstacle in the development of the project because, as stated before, it will take place in the Campus. The researchers found some variables that affect the students achievement of the objectives in the English syllabus. Some of the variables are study habits, extrinsic motivation, intrinsic motivation, participation, students attitude, and teachers attitude. However, the research team has focused this study on two of the variables that are study habits and intrinsic motivation. They consider that those variables are very important for students to improve their skills so they can communicate effectively using various basic structures, as it is stated in the objectives. Thus, time is very important for this study in order to carry out all the tools the researchers will use to verify this problem and provide some help. The researchers will give some alternative solutions for the students and some speeches to help them realize how important having study habits and intrinsic motivation is in order to have an effective development in class.

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The researchers will develop this study carefully and set specific time to achieve all the goals they have aimed. The researcher team will work with the morning groups of Intensive Basic English and will carry out this investigation project in the first six months of the year 2014. In addition, it is very important to highlight that the researchers have assigned the necessary time to develop the investigation successfully.

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CHAPTER II: THEORETICAL FRAMEWORK

In the process of English learning, one of the main goals is to reach a proficient conversational level that demands certain abilities from the students. Those abilities are acquired through the implementation of different methods and strategies that facilitate the students to get the competence to use vocabulary and grammar in conversational situations anywhere. Studying is a skill. Being successful in school requires a high level of study skills. Students must first learn these skills, practice them and develop effective study habits in order to be successful. Very often the study habits and practices developed and used in school do not work for students in university (Mayland Community College, 2002). Effective study habits include many different skills: time management, self-discipline, concentration, memorization, organization and effort. Desire to succeed is important too (Mayland community college, 2002). Similarly, motivation plays an important role in the learning process. Motivation is a key factor that makes people walk in an easy field of the learning process. It is a matter of dedication and constant practice that makes learning a second language a pleasurable and magnificent experience.

2.1. Motivation
To learn a second language can be very hard and difficult. It takes time and students have to study hard in order to develop an effective proficiency level. There are many reasons to learn a second language, for instance, to be able to communicate with foreigners and to understand other languages, and also to be able to get more work opportunities depending on their language knowledge.
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In the process of English Learning, one of the main objectives is that students reach a high English level proficiency in order to understand the language. Similarly, motivation is closely related to study habits and those are the hardest parts to foreign language learning. The process can be so enormous, so endless, that after the initial period of enthusiasm it is tempting to give up. Learning a second language for the majority of people who do not live in a foreign country , do not study English full-time, do not have bilingual parents, and do not want to move abroad requires a lot of work over a long time period. Accepting that language learning is difficult and time consuming then, what is the best way to approach it and being motivated? Essentially, students need positive feedback that encourages them to continue learning the second language. That positive feedback not only helps them acquire better the language but also feel better with them during the language learning process. Motivation is very hard to define. As Gardner (2006, p.242) states, motivation is a very complex phenomenon with many facets Thus, it is not possible to give a simple definition. For this reason the term motivation has been viewed differently by different schools and thoughts. From the behavioristic perspective, motivation is quite simply the anticipation of reward (Brown, 2000, p. 160). However, the cognitivists view the term motivation as being more related to the learners decisions as Keller (1983, p.389), quoted by Brown the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they exert in that respect. Nevertheless, in the constructivists
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definition of motivation, they place: further emphasis on social contexts as well as the individuals decisions (Brown, 2000, p.160). Despite the differences, in all the definitions of motivation given by the three schools of concept of need is emphasized, that, the fulfillment of needs is rewarding, it requires choices, an d in many cases, it must be interpreted in social context (Brown, 2000, p.161). The importance of motivation in enhancing second/foreign language learning is undeniable. Lifrieri (2005, p. 4) points out that when asked about the factors which influence individual levels of success in any activity such as language learning, most people would certainly mention motivation among them. Brown (2000, p. 160) states that it is easy in second language learning to claim that a learner will be successful with the proper motivation. With similar views, Gardner (2006, p. 241) states that students with higher levels of motivation will do better performance than students with lower levels. He further adds that if one is motivated, he/she has reasons for engaging in the relevant activities, expends effort, persists in the activities, attends to tasks, shows desire to achieve the goal, enjoys the activities, etc.(Gardner, 1972, p. 243). While thinking about motivation, researchers often try to locate its source whether it is internal to the persons or external to them. Undertaking a given task may be motivated by the promise of a prize or some other kind of gain which is external to the task. Thus, the task is instrumental in receiving or gaining access to the external reward. In all such situations the focus of control is external to the person who is asked to undertake the activity. Such situations characterize the kind of motivation which is extrinsic. On the other hand, people have situations in which
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the source of motivation lies inside the task. In such cases, people work because the task itself is interesting and does not require any external source of motivation. Here, the task is not instrumental in obtaining any external reward. The focus of control is inside the person. Persons involvement in the task is spontaneous and the task itself acts as its own reward. This situation represents intrinsic motivation such as a childs play, reading an interesting novel, writing a poem, or a story. By Gardner (1972), several theories and categorizations contribute to an understanding of academic motivation generally and second-language motivation specifically. These include the theory of integrative motivation introduced during the social-psychological period, as well as Self Determination Theory, its extensions, and the general categorizations of intrinsic and extrinsic motivation developed during the cognitive-situated period. As mentioned above, the socialpsychological period posited that L2-learning motivation is profoundly impacted by attitudes towards the L2 group. Although positive attitudes towards the people who natively speak a language can positively influence a learners motivation to l earn that language; negative attitudes towards the group can likewise negatively influence motivation. Motivation is a psychological feature that arouses an organism to act towards a desired goal and elicits, controls, and sustains certain goal-directed behaviors. It can be considered a driving force; a psychological one that compels or reinforces an action toward a desired goal. For example, hunger is a motivation that elicits a desire to eat. Motivation is the purpose or psychological cause of an action (Wikipedia 2013).
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There is no thing that motivates people to perform certain actions. People are different, so it follows that their motivations have to be different. Here are some types of motivation:
2.1.1. Rational Motivation:

The idea that human beings are rational and human behavior is guided by reason is an old one. However, recent research (on Satisficing for example) has significantly undermined the idea of homo economicus or of perfect rationality in favor of a more bounded rationality. The field of behavioral economics is particularly concerned with the limits of rationality in economic agents (Wikipedia, 2013).
2.1.2. Extrinsic Motivation

Extrinsic motivation refers to the performance of an activity in order to attain an outcome, whether or not that activity is also intrinsically motivated. Extrinsic motivation comes from outside of the individual. Common extrinsic motivations are rewards (for example money or grades) for showing the desired behavior, and the threat of punishment following misbehavior. Competition is not an extrinsic motivator because it encourages the performer to win and to beat others, not simply to enjoy the intrinsic rewards of the activity. A cheering crowd and the desire to win a trophy are also extrinsic incentives (Wikipedia, 2013). Extrinsic motivation is a construct that pertains whenever an activity is done in order to attain some separable outcome. Extrinsic motivation thus contrasts with intrinsic motivation, which refers to do an activity simply for the enjoyment of the activity itself, rather than its instrumental value. In this type, the source of pleasure
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does not lie within the task. This motivation has no functional relationship with the task. The individual does or learns something not for its own sake, but as a mean of obtaining desired goals or getting some external reward. Examples are working for incentive or better grade, honor, receive praise or blame (Wikipedia 2013).

2.1.3. Natural or Intrinsic Motivation It is linked with the natural instincts, urges and impulses of the organism. An individual performs an activity out of interest on that and gets pleasure out of that. It may be outside motives or goals. Example: Reading a poem, hearing a
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song or solving a mathematical problem to get pleasure out of it. This kind of activity carries its own reward and the individual takes genuine interest in performing the activity. This kind of motivation has real values and sustains throughout life (Wikipedia, 2013). Intrinsic motivation, based in autonomy and competence, describes a situation in which material is engaged in for its inherent interest and the satisfaction and enjoyment it engenders. An example would be a person who enjoys learning a language because of the satisfaction felt when new concepts are mastered (competence) or because of the inherent interest and joy associated with learning the language (Noels, Clment & Pelletier, 2000). On the whole, Intrinsic motivation is then broken into three separate parts: intrinsic motivation for knowledge (doing the activity for the intrinsic pleasure of exploring ideas and learning new things), for accomplishment (the pleasure associated with mastering a task or achieving a goal), and for stimulation (feelings such as fun and excitement).

2.2. Study Habits

Study habits are the ways that people study, the habits that one has formed during the school years. Study habits can be effective or ineffective. Effective study habits include being organized, keeping good notes, reading textbooks, listening in class, and working every day. Ineffective study habits include skipping classes, not doing homework, watching TV or playing video games instead of studying, and losing the work. Effective study habits mean that the learners are not distracted by anything and that they have a certain place to go where it is quiet every day, and they can study
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and do their homework. Basically, it means that the learners are doing the best and can get the grades they want. Study habits are the regular tendency of practice that somehow is hard to give up. Some good study habit-tips are: 1. Setting a particular time and place to do homework, school assignments and projects 2. Outlining and rewriting notes 3. Studying with friends 4. Be resourceful (Velliaris, 2009) Study is an important part of university life; there is no universal method that fits every student or subject. Developing practical study habits is largely a matter of working out what works best (Velliaris, 2009). Some questions arise to this matter: What sets apart the successful students from the average ones? Why do some students who appear to study all the time just get by, while others who dont appear to put in as much time and effort do well? Is it all related to IQ and genetics or are some other factors involved? The truth is that success in school is not so much determined by sheer intelligence as knowing how to study (Mayland Community College, 2002). Effective study habits include many different skills: time management, selfdiscipline, concentration, memorization, organization, and effort. Knowing how they learn best is the first step in developing effective study habits. Some students approach the task of learning differently because some of them have a unique and

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personal learning style or a preferred channel through which learning comes more easily. Depending on how they learn the activity or game, they will have a fair idea of what learning channel they prefer to use. There are four learning channels they can choose: Visual (by sight), auditory (by hearing), or hands on (by doing) (Mayland Community College, 2002). There are, however, useful methods and guidelines they can follow to help maximize their learning. Study time is any time they do work related to university or school. An important aspect of effective study time is the ability to organize themselves and their environment in a way that best suits their learning. Students could become actively engaged in their learning by consciously aiming to implement the 12 strategies below (Mayland Community College, 2002).
2.2.1. Twelve strategies to have good study habits

1. Schedule study into timetable Planning is the key to getting organized; that is why students must start from the beginning of the semester. A schedule will make students aware of how much time they actually have to study each week. Also, students have the best opportunity to benefit from their study time. Students can recognize their own body rhythm and use it to their advantage. Some students operate better in the mornings and others prefer the evenings. There should be a time of day when they are most alert and productive. Finally, creating a 24-hour 7-day a week timetable and including the following information can enhance students study habits (Velliaris, 2009).

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Lecture and tutorial sessions Part-time work commitments Travelling times Lunch times/break times Socializing times Other regular commitments Due dates for assessment tasks dates for clinical/professional placements consultations/appointments Examination dates

2. Study space: Human minds and bodies react to environment, so students have to choose a specific environment that they will come to recognize as their study space. Students have to find a peaceful place at home or the university that is situated away from family, friends and pets, as well as the radio, television, telephone and other potential distractions. They also should choose an environment where they feel comfortable; neither too hot nor too cold and that is well-lit. Students should be sure that the materials they require are within reach to avoid the hassle of having to go and find them. They can tell their families and friends not to interrupt

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them during their study time. Turning-off their phones and letting people leave them a message is a good way to avoid interruption while studying. They can respond to them once they have finished their study session. Students should avoid the temptation to check their email or favorite social networking site, particularly when working on or near a computer (Velliaris, 2009). 3. Reducing unnecessary distractions. Unexpected distractions can break students concentration. After an interruption, it may take several minutes for them to get back to their focus. 4. Specific study goals. Simply sitting down to study has little value. Study goals will help students to stay focused and monitor their progress. Students should be clear about what they want to accomplish, which may include: completing assigned readings working on papers or projects revising lecture or tutorial notes studying for exams Students must be realistic and learn to adjust their expectations of themselves. If they find that their readings are complicated or that writing a new assignment is taking more time than anticipated, they should modify their schedule. They have to be sensible with their workload to avoid becoming
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overwhelmed. Students can create their own incentives for successfully finishing a task. These can include calling a friend, checking their email, watching a DVD, eating a snack, or going for a walk. 5. Getting started on their study When choosing what to study, students should begin with their least enjoyable or their hardest subject. They must tackle this subject when they have the appropriate mental energy. The order in which they rank the difficulty of their courses may change as the semester progresses, so they should be flexible. Moreover, they have to review their course guides carefully and regularly in order to ensure they are up-to-date and focused. 6. Excessive study sessions. Students could begin their assessment tasks immediately after they have been assigned, as the material will be fresh in their mind. They must organize and space their workload into manageable bits over shorter periods, rather than several longer blocks. If they do too much studying at one time, they will feel exhausted and be less productive. They should aim to have their assignments completed several days before they are due, to give themselves time to polish thoroughly their work (Velliaris, 2009). 7. Study breaks schedules Students could take short breaks in between study sessions to restore their mental energy. Approximately every half hour, they can schedule a short study

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break. This break should not be for relaxation with television and snacks, but rather, used to recall what they have just learned or revised. In addition to reading, they should say the words out aloud. It also forces them to arrange their material in a way that is natural for memory improvement. 8. Reviewing notes Reviewing lecture notes on the day of the lecture will help reinforce the material. It will give students the opportunity to complete their notes by filling-in any gaps or deciphering any unclear notations while the subject is still fresh in their minds. At all times, they should go through the feedback on work handed back to them by their lecturers or tutors. Tutors should have written a comment telling them what they could have improved. Students must reflect on their remarks and apply that advice to their next assessment task. Reviewing materials on a weekly basis will give students the opportunity to identify problems in their understanding, and it is an effective way to begin preparing for exams. Waiting until shortly before exams to look through the study notes may result in gaps in the learning, which could result in confusion (Velliaris, 2009).

9. Ending the study session Students should not stop a study session at a difficult or daunting spot in the subject matter, as they will be less eager to return to it. If they pause at a point of

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interest, then they will feel more positive about returning to their studies at another time. 10. Planning trial exams Students can get into the exam mode by clearing their study space and sitting past exam papers under exam-like conditions. This will also give them the chance to see their lecturer or tutor clarify any uncertainties. 11. Seeking academic help if needed Students should take responsibility for themselves. If they are struggling with a problem or concept, they must seek help as soon as possible. 12. Seeking personal help if needed If stress becomes a factor, students could use a variety of strategies. If students have a disability that may affect their general academic performance and/or exam results, students have to make sure they look for personal help to manage the stress. Studying and not procrastinating may be a very effective way of avoiding stress (Velliaris, 2009).
2.2.2. Some key points to remember about studying

READING IS NOT THE SAME AS STUDYING Studying involves careful and contemplative reading. Working through textbooks, tutorial, lecture notes, and other pertinent examples - visualize, vocalize, theorize, and conceptualize the information - may be an effective studying technique.
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 UNDERSTANDING IS NOT THE SAME AS KNOWING In order to retain a source of information, students must regularly review it. They must rewrite the notes that will help to consolidate the material in the readers mind. Additionally, students should discuss the subject with peers to help deepen the understanding. MEMORIZING IS NOT THE SAME AS LEARNING Most exams are written for testing students learning not for measuring what they memorize. Students should endeavor to make the information their own, that is, they have to write the information in their own words.
2.2.3. Study habits of successful students

Some study habits can help students achieve success: Students must attend classes every day. Doing all the homework assignments helps students to achieve success. Students have to pay attention in class. Students must take all the evaluations. Students must be aware of reading the textbook and the syllabus before the course begins. Reading the homework assignment the day it is distributed helps students to get an idea of what is and how long it will take to complete it. Students should talk to other students in the class about the material in the class.

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It is recommendable that students talk to the instructor in office hour if when having problems in the course.

Students must recheck the homework assignments. Regularly talking to others in the class to discuss the materials helps students to solve problems related to the contents.

Students must do outside reading and must relate it to what they are learning in the class.

Donald Chin wrote some homework tips for students in order to achieve success: The day the assignment is distributed, students have to read each problem of the homework and understand what the problems are about. On the day after the assignment is distributed, students have to read and understand the parts of the textbook related to the problems. Two days after the assignment is distributed, students have to solve the problems. Talking to other classmates usually help students to complete the problems. Students have to complete the exercises at least one day before the assignment is due. Students have to check the answers for errors.

2.2.4. When to study and how to study

According to The Mayland Community College (2002), in order that students develop some effective study habits, they should know how to study and when to study.

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When to study? Daily reviews: Study begins on the first day of class. Successful students read and review notes before each class to recall information from previous class and to warm up for learning. Students have to review their notes immediately after each class to reinforce learning or within 24-hour period for best recall. Repeated exposure to the material will store it in their long-term memory. Studying one hour immediately after a class will do more good in developing an understanding of the material as several hours a few days later. Studies show that as much as 80 % of material learned in class is forgotten within 24 hours if there is no review (Mayland Community College, 2002). Weekly reviews: At the end of the week, students should go over their notes for the week. This refreshes their memory and promotes better recall of the material. Repetition is the key to remembering. The more times a student look at the material, the stronger the neural (brain) pathways assimilate the content. This makes recall much easier.

Pre-exams reviews: These reviews are longer, from 3 5 hours. Students have to break their study sessions into one-hour blocks with ten-minute breaks in between. It is
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important to stand up, stretch, get a drink, and move around during the break, in that way students keep active and the study sessions will be more effective. A tired body only makes a tired mind (Mayland Community College, 2002). Bonus Study Time: Writing notes on 3x5 cards during their extra time helps students to study. They can read them whenever they have free time, such as when they are waiting for appointments. Tape-recording notes is a very good technique to study for students. They can listen to the recordings while they go to in the way to school. It is strongly recommendable that students study whenever they have an unexpected break, a free hour, a canceled class, and so on. Time organization Students have to plan their study time; one effective way to do it is to leave enough time for easy subjects, and more time for the difficult ones. Most college classes require about six hours of study per week or two hours of study for every hour in class. Having a weekly or monthly schedule helps students be aware of assignments, papers, or tests (Mayland Community College, 2002).

How to study? Reading and studying textbooks As a good method to study a textbook, students must give a head start before starting classes. They must read the table of contents, prefaces,
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introduction, and any other up-front material in the book. A student has to get familiar with the book and treat it like a tool to use it with proficiency.
2.2.5. SQ3R Method of Reading

The following method, called the SQ3R (Survey, Question, Read, Recite and Review) was developed to help students read faster and study well. Survey: This step takes only a few minutes. Students have to go through the chapter quickly. They have to glance at the title, introduction, headings, and summary paragraphs, if any. They must notice any picture, diagram, graph, tables, etc. Previewing the text gives students some background about the topics. It helps students because they know general information, know where to find information, and gain a better idea of how the information is organized and presented. Question: Before beginning to read a section, students have to turn the heading into a question. For example, if the heading is: Basic causes of stress, the question would be: What are the basic causes of stress? this arouses students curiosity and increases their comprehension. This forces them to think about what they are reading (Mayland Community College, 2002). Read: Reading the material under the heading helps students to get the answer to their question. Students have to read with concentration; they must identify the
30

main ideas and highlight or underline them. They must read sections at a time and stop to ask questions. A good practice for more difficult reading is to do an outline of chapters in their notes. Recite: This step requires that students recite aloud the answer to the question they asked prior to reading a section of the text. They have to say it in their own words, if they do not know the answer; they must go back and look for the answer. Besides answering the question, students must look away from the book and try to state in their own words what the reading is about. Finally, they must design an outline of the chapter. Review: After having read the entire chapter, students have to look over the notes they made to familiarize themselves with the important information. They must check the main points in the notes, making sure they understand them. It is also important to make a review of the chapter after completing the reading. Students must do quick reviews before and after each class. Probably the main mistake students commit is to wait until the exam time to study. Students must review once a week all the readings from that week. They must be sure to summarize the key points and write them down for further reinforce learning. Finally, they have to make up questions from what they have read (Mayland Community College, 2002).

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CHAPTER III: HYPOTHESIS

The majority of Intensive Basic English students of the western multidisciplinary campus of the University of El Salvador during semester I-2014 do
32

not communicate in English using various basic structures because of the lack of study habits and intrinsic motivation.

3.1. Variables
3.1.1. Independent

The study habits of the Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador The intrinsic motivation of the Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador
3.1.2. Dependent

The achievement of the appropriate communication in English using various basic structures in the Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador

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3.2. Operationalization of Variables

General Objective Specific Objectives Hypothesis Units of Observation Variables Definition Of Variables

To determine how the intrinsic motivation and study habits affect the performance of Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador in the achievement of the objectives during semester I-2014.

To assess if the Intensive Basic English I students of the Western Multidisciplinary Campus of the University of El Salvador, semester I 2014, practice the study habit of group work To measure if the Intensive Basic English I students of the Western Multidisciplinary Campus of the University of El Salvador, semester I

The majority of Intensive basic English students of the western multidisciplinary campus of the university of el Salvador during semester I-2014 do not communicate in English using various basic structures because of the lack of study habits and intrinsic motivation.

First year of Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador

Independent The study habits of the Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador The intrinsic motivation of the Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador

Intrinsic motivation: It refers to motivation that comes from inside and individual rather than any external reward such as money or grades. Study habits: are defined as the regular tendencies and practices that one depicts during the process of gaining information through learning.

Dependent The achievement of the appropriate communication in English Achievement: It is something done successfully, typically by effort, courage, or

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2014, practice the study habit of re-reading their classes To evaluate if the Intensive Basic English I students of the Western Multidisciplinary Campus of the University of El Salvador, semester 2014, practice the study habit of having a schedule for studying. To assess if the Intensive Basic English I students of the Western Multidisciplinary Campus of the University of El Salvador, semester 2014, practice the study habit of

using various structures in the

basic

skill.

Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador

35

practicing outside classroom.

the

To notice what level of motivation students from the Intensive Basic English of the Western Multidisciplinary Campus of the University of El Salvador semester I 2014 posses.

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Variable INDEPENDENT 1: The study habits of the Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador INDICATORS INSTRUMENTS TIME N HOURS OF OBSERVATION

Amount of time devoted to study in groups Practicing outside the classroom Reading notes after each class Organizing time

Questionnaire Observation guide

20 100

Variable INDEPENDENT 2: The intrinsic motivation of the Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador INDICATORS INSTRUMENTS TIME N HOURS OF OBSERVATION

Handing of homework assignments Reviewing notes Attendance Class participation

Observation guide

20

Check list

20

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Variable DEPENDENT: The achievement of the appropriate communication in English using various basic structures in the Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador INDICATORS INSTRUMENTS TIME N HOURS OF OBSERVATION

Participation Results of oral evaluations Fluency in oral activities Accuracy Willingness to participate

Observation guide Documentary observation

150 100

Observation guide

150

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CHAPTER VI: METHODOLOGY DESIGN In order to find the answer for the question what is the relationship between the study habits and the intrinsic motivation of the Intensive Basic English students of the Western Multidisciplinary Campus of the University of El Salvador during the semester I 2014? the researchers will conduct the study called: Explanatory Research Study about the relationship between the lack of study habits and intrinsic motivation that affect Intensive Basic English Students of the Western Multidisciplinary Campus of the University of El Salvador acquire an effective communication using basic structures in English during semester I-2014. During the research study, several systematic steps will be followed. These steps are very carefully organized and described as follows. 4.1. Type of Study and Design To carry out the research project Explanatory Research Study about the relationship between the lack of study habits and intrinsic motivation that affect Intensive Basic English Students of the Western Multidisciplinary Campus of the University of El Salvador acquire an effective communication using basic structures in English during semester I-2014, the researchers will take into account the quantitative paradigm in order to gather data through observation, standardized tests, and quantitative measurement instruments to profile the participants on variables of interest.

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4.2. Sampling Procedure The population taken into account for this study will be made of 75 students from five Intensive Basic English groups of the Western Multidisciplinary Campus of the University of El Salvador. Since the population of students from these groups will be taken into account, researchers have to take a sample of 15 students per each group to make the study. The researchers will use t he random method to select the population to be analyzed. 4.2.1. Approaching the Field of Study In the late October 2013, some observations carried out in the field of the Intensive Intermediate English I revealed that the majority of the students did not show the required enthusiasm and motivation in this subject; similarly, the poor language skills, proficiency, and vocabulary repertoire for the Intermediate I level. Researchers figured out that this problem might be caused because of the poor study habits in order to accomplish their main objectives. This situation led researchers to conduct the present study. To begin this study, researchers will ask for the permission to the head of the Foreign Language Department to get the final grades of the Intensive Basic English course during semester I-2014 and to observe some groups to obtain data. 4.2.2. Diagnostic Study To begin with the study of intrinsic motivation, and study habits, researchers have been carefully observing the development of some students taking the

40

subject of Intensive Intermediate English I semester II-2013, at The University of El Salvador, Western Multidisciplinary Campus. Of course, the intrinsic motivation and study habits is a problem affecting the majority of students taking the mentioned subject according to the previous observation carried out, but the principal objective of this investigation is to assess how a students performance is limited by the poor intrinsic motivation and study habits. A non-participant observation was developed in the four groups of the Intensive Intermediate English I students of the Western Multidisciplinary Campus of the University of El Salvador Semester II-2013 to corroborate if the students really had any of the problems previously mentioned. Besides such observation, researchers also delivered a questionnaire to some students of each group. 4.2.3. Definition of the Problem The preliminary diagnosis' results helped the researchers to determine the problem and its scope. They showed that some of the Intensive Intermediate English I students of the Western Multidisciplinary Campus of the University of El Salvador had poor intrinsic motivation and study habits. The problem is easily identified when the majority of the students try to produce Basic English structures even when they are in an Intermediate level. Since these students have neither study habits nor the necessary intrinsic motivation, they have a very low language level.

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4.4. Planning Phase After defining the problem and the field of study, the research team started to look for reliable information to construct the theoretical framework that could help define all the variables that needed to be measured in the research. The literature review was made to figure out which variables were the most suitable to be measured. Part of the information was based on the observations carried out in the morning groups mentioned before. The other part of the theoretical framework was taken from some Internet sources and books. The operationalization of variables was imperative to create the different instruments that will be used during the research project. The instruments will be created and validated to ensure that all the data collected will be valid and reliable for the results of the project. All the ethical aspects will be taken into consideration during this research to enhance the results that will be presented at the end of the project. 4.4.1. Literature Review The first action taken into consideration to build the theoretical framework was being acquainted with the area of education about the relationship between study habits and intrinsic motivation that Intensive Basic English students have. Asking some teachers and students was the basic idea to figure out how important intrinsic motivation and study habits are in the development of the learning of a second language. Later, the information gathered in the Internet sources, teachers and students opinions facilitated the finding of reliable information for this research. If some information is taken from websites, it is essential to pay special attention to
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the date in which the information was taken from a reliable source. All the information was evaluated to get the most important data based on the topic. All the information that was not meaningful was removed from the theoretical framework. First, the theoretical framework contains information about the process that is carried out to develop the different four macro skills to understand the different needs that a student has when learning a new language. Then, how important study habits and intrinsic motivation are in the learning process, so the reader can understand the sequence, activities, and information developed in this research and how this can improve students learning. Also, this info rmation is essential because it shows how study habits and intrinsic motivation are vital for the learning of a second language not only in some countries, but also around the world. Different experts on the fields of education explain ideas of having intrinsic motivation and study habits in order that the learners can use to improve their proficiency. After that, some advantages of having effective study habits and intrinsic motivation in an English course are meaningful in the learning process. The convenience of having effective study habits and intrinsic motivation are more helpful in the learning process. The intrinsic motivation that a student can have is the most important support that a learner can experience. Finally, the theoretical framework provides some disadvantages to analyze the reasons why people face learning problems when lacking good study habits and intrinsic motivation. The poor study habits can even create an environment of failure towards a learner

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when the student cannot use study habits effectively. All the information is related to learning a second language. All the features mentioned before were studied and analyzed to build up the theoretical framework that transmits the ideas of the field of study. All the studied elements were included to broaden the idea of how the intrinsic motivation and study habits can improve or hinder the development of second language learners. 4.4.2. Operationalization of variables The variables were studied to confirm that they could be calculated and checked by the researchers. This process was done to discard and eliminate information that will not be necessary or imperative for the progress of the work. The variables could not be compared with other studies since there are no other works similar to this. The results of the work could be explained by the grades or level of proficiency students can get. To get reliable information, the researchers separated and studied the indicators of the dependent and independent variables. Those indicators turned essential for the development of the work as they are taken into account to create the necessary tools for the research. In this regard, the variables were well explained and regulated so that the information did not show results that are not important for the investigation. 4.4.3. Data Collection Instruments The researchers will use some instruments in order to corroborate if the problematic situation previously explained exists in the Intensive Basic English

44

students of the Western Multidisciplinary Campus of the University of El Salvador. These instruments will be designed based on the needs of the researchers. To measure the importance study habits and intrinsic motivation of students, researchers designed a questionnaire (Appendix A) in which students are going to express their opinions by answering questions according to the quantitative study form with yes-no choices and the proper generalities. The results of this questionnaire intend to exemplify students perspectives about study hab its and intrinsic motivation, and the reasons why they do not have the appropriate study habits or intrinsic motivation. Furthermore, researchers have elaborated a questionnaire (Appendix B) with multiple choices, yes-no and open question in which students will express their thoughts about study habits and intrinsic motivation. Also, the researchers have designed an interview guide (Appendix C) with a number of questions addressed to the Communicative Competence Coordinator of the Foreign Language Department with the purpose of knowing his opinion about the study habits and intrinsic motivation of Intensive Basic English 2014 students. Also, the researchers have designed an interview guide (appendix D) for the Intensive Basic English 2014 teachers in order to know their opinions about the effectiveness and the importance of having effective study habits and intrinsic motivation through the development of students educati on. Moreover, the researchers have elaborated an interview guide (appendix E) for the Intensive Basic English 2014 students in order to know if they have effective study habits and intrinsic motivation.
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The researchers have planned to make some observations to the Intensive Basic English 2014 students classes in order to have a direct experience in which students learn and interact. To plan the observation is difficult now that the Foreign Language Department has not scheduled the days and hours that these students are going to have classes yet; for this reason, the researchers have decided to wait until the students schedules are ready to coordinate a plan for observing; however, the researchers have created an observation guide (Appendix F) to show the aspects expected to be observed. 4.4.4. Validity of Data Collection Instruments Once the instruments have been created, the researchers will search for experienced people as the professors and experts of the Western Multidisciplinary Campus of the University of El Salvador for validating the instruments. The instruments will be validated the necessary times, and when the experts agree that the instruments are effective for the investigation, they will be used to get the desired data. To achieve this, researchers will give a validation sheet and the tools to the expert professors on the area; they will be able to grade and make comments about the instruments. Also, the researchers have planned to validate the instruments with a small sample of the population in order to know if the students have some problems understanding the interviews and if the questionnaires must be modified in order to get the effective information for the project; in this way, the researchers expect to get constructive feedback to improve the quality of the instruments to obtain results that exemplify the reality of the

46

studied population. After this process is completed, the researchers will administer the instruments to the population. 4.4.5. Validity and Reliability Reliability is a process that attempts to determine how reliable the information collected in a project is. In order to achieve reliability in the instruments results, the researchers have decided to use the test-retest method that consists of administering the same test in two different occasions. The research team expects to get the most similar results in both tests; in this way, researchers expect to measure the consistency of the instruments and be able to analyze the results obtained either to create a new hypothesis or to support the hypothesis already made. 4.4.6. Ethical Aspects The researchers are aware that this project is mainly focused on human participation; for this reason, they have decided to work according to the ethical principles to conduct the project; as the informed consent principle in which the participants of the project are going to be informed about the objectives and the aspects related to the investigation. Also, the researchers are going to take into account the principle of human dignity in which the participants are going to be treated with respect in an equal way; besides, the opinions, willingness of participation, and confidentiality of the participants are going to be respected. This research is made from students and for students; for that reason, it is not intended to cause damage in any way to any of its participants.

47

The researchers need to pay attention, consider, and respect some ethic principles that are basic in any research study. For this, the researchers will specially respect the integrity of any person that will be involved in the process of the research. 4.5. Execution Phase In this final phase of the research, the researchers will present all the procedure to gather the information as well as the ways in which that information will be treated. This means an explanation of the instruments to be used and the specific time in which every step is expected to take place. Also, an explanation of the processing that will be given to the information gathered and the interpretations and analysis inferred from that processing phase will be included here. 4.5.1. Data Collection Procedure Following the right procedure to operationalize the variables in the hypothesis, the research team designed the instruments. It was essential for the research team to validate the tools to be one hundred per cent sure that they are going to be administered in an effective way in the selected population composed by teachers, students, and the Communicative Competence Coordinator (CCC) of the Foreign Language Department (FLD). To have a good project, researchers need to have a good plan; that is why, they have decided to carry out the observation, questionnaires, and interviews in the following months: the respective observations will be conducted during February and March; in addition, April and May will be used to administer the

48

questionnaire and to interview the selected teachers and the Communicative Competence Coordinator (CCC) of the Foreign Language Department (FLD). The chosen instruments will be administered in the following order: first of all, the observation to Intensive Basic English students will be done to have effective information that will serve as a platform to determine whether students have developed the study habits and intrinsic motivation or not. The next step will be answering the questionnaires by the students. The questionnaire will consist of 20 questions which at the same time will consist on short-ending questions and long-ending ones. Finally, the researchers will interview the teachers who will teach Intensive Basic English and the CCC of the FLD as well. These interviews will help the researchers gather vital information about the problem in question. 4.5.2. Data Processing In this processing phase, the SPSS software (Statistical Package for the Social Sciences) will be used in order to organize the information collected and to classify it. Another software such as Microsoft Excel will be used in order to build frequency tables and draw graphs to represent and interpret data. First of all, the researchers will conduct observation to the population under study to measure the amount of time the students use outside and inside the classroom to study English. To perform the observation, researchers will ask for permission to the teachers in charge of the Intensive Basic English (morning groups). Then, each item included in the questionnaire will provide reliable data to
49

be processed. It is worth using the questionnaire as it will help to classify and point out the main reasons why students do not have study habits or the intrinsic motivation required. Then, the researchers will generate frequency tables and graphs to show the most prominent reasons mentioned by the students of Intensive Basic English during semester I-2014. The researchers, however, will revise and determine the reliability of the information gathered in each instrument. It means that the unclear, unnecessary, and doubtful instruments will be eliminated during this phase. After having developed the questionnaire intended for the Intensive Basic English students, the investigators will process more information gathered by means of the interviews administered to the students and the teachers of Intensive Basic English of the Foreign Language Department. For this purpose, the researchers will categorize the information gathered by stating different specific reasons why students have poor study habits and intrinsic motivation. Then the researchers will compare and contrast the results of the grades provided by the Intensive Basic English students to obtain the information needed to state why students who have poor study habits and intrinsic motivation face problems in their academic development. 4.5.3. Data Interpretation and Analysis All the data collected in the research through the instruments will be treated carefully in order to discover the main reasons why the students do not achieve the objectives established in the syllabus because of poor intrinsic motivation and study habits. In order to obtain those main reasons, the research team will take into
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account the observation, the questionnaires administered to the students, and the interviews to the teachers in charge of the course and the Communicative Competence Coordinator of the Department. Every member of the research group will make his or her own analysis and will share it with the group so that the final analysis will be richer and cover everything. In order to make the corresponding analysis, the research team will use the frequency tables created and the corresponding graphs so that it will be easier to make comparisons among what was observed, what students think, and teachers opinion to draw conclusions. First, the data collected by means of the observation will be studied by the group in order to point out how many students of the group do not achieve the communication in English using various basic structures as an objective established in the English Syllabus because of poor intrinsic motivation and poor study habits. The information obtained through the questionnaire will be used to analyze and notice if the Intensive Basic English students have effective or ineffective study habits and intrinsic motivation. It will provide the students point of view about poor motivation, study habits, and how important they consider these factors to improve their macro skills. Also, it will be used to analyze from the students perspective how motivated they are in classes and what study habits they have in the course, and make a comparison between what the researchers observed and what the students have experienced as active members of the group.

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Third, the analysis of the information obtained with the interview to the teachers in charge of Intensive Basic English will show the group the importance teachers give to achieve the objectives established and how effective they consider it to work at a university level. As with the previous tool, the group will make a comparison between what the students think of the study habits and intrinsic motivation, and what teachers think of them in order to figure out how much they agree or disagree about poor study habits and intrinsic motivation affecting students performance. Finally, the grades obtained by the students will be used to analyze if having motivation and using effective study habits really make a difference or improve the results students get, and if they really help improve students macro skills.

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V. TIMETABLE
Month Responsi Se Oct Nov Dec Feb Mar Jun July Au Apr bles pt. . . . . . . . g. Oct .

Activity

Spt.

Preliminary Phase Research team formation Research team Research team Research team Research team Research team

Choosing the topic

Approaching the field of study

diagnostic study

Definition of the problema

Planning Phase

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Theoretical framework

Research team Research team Research team Advisor Research team Research team

Methodology

Elaboration of the complete research project Revision of the research project Incorporation of the suggestions made by the thesis advisor Field notes

Execution Phase Collection of data Research team Research team Research team

Treatment of data

Analysis of data

54

Writing the final Report

Research team Research team

Oral Presentation

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VI. BUDGET
6.1. Supplies
Type of supply Office supplies Name Cost per tem Number of items 20 20 4 Total

Pens Pencils Printer ink

$0.15 $0.15 $ 20.00 black ink, and $15 color ink $ 5.00 / pkg $5.00 $ 22 (black) and $25 color

$3.00 $3.00 $70.00

Printer paper Stapler Printer Cartridges

2 pkg 1 2

$10.00 $5.00 $94.00

Total: $185.00

6.2. Services
Service Photocopies Internet Other expenses (food, transportation, and electricity) Total: $557.50 Cost Total

$0.025 / page * 300 copies $7.5 $10.00 a month $100.00 $50.00 $500.00

Total budget expenses: $742.5

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APPENDIXES
Appendix A
UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS FOREIGN LANGUAGE DEPARTMENT No. _____ Questionnaire addressed to Intensive Basic English Students (morning groups) of the University of El Salvador, Western Multidisciplinary Campus

OBJECTIVE: To determine if Intensive Basic English students (morning groups) have the study habit of reading outside the classroom. I. Direction: select your choice.

Generalities: Gender: Age: Status: M _____ F 23-28 _____ _____

17-23 _____ Single _____

Married _____

II.

Direction: Check Yes or No in the following questions.

1. Do you organize your time in order to study English after classes?

1) YES _____

2) NO ______

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2) Do you think that having a schedule for studying English is necessary to get good grades?

1) YES _____

2) NO ______

3) Do you read extra material outside the classroom?

1) YES _____

2) NO ______

4) Do you read your notes every day?

1) YES _____

2) NO ______

5) Are you aware of the importance of checking notes after everyday-class?

1) YES _____

2)NO ______

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Appendix B UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS ENGLISH LANGUAGE DEPARTMENT N ___

Questionnaire addressed to Intensive English Students(morning groups)

Interviewer:_______________________________

Date: __________________

Objective: To identify if Intensive Basic English Students of the Foreign Language Department of the Western Multidisciplinary Campus of the University of El Salvador, Semester I-2014 have study habits and intrinsic motivation Directions: Write an X in the option of your choice and answer the questions as required. Generalities: 1. Gender: 2. Age: 3. Marital Status: 1. M 1. 19-23 1. single 2. F 2. 24-28 2. Married 3. 29 +

Study Habits 1. Are you accustomed to using English inside the classroom? 1)Yes 2)No

2. Are you accustomed to using English outside the classroom? 1)Yes 2)No

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3. What level of English do you consider you have? 1) Low 2) Basic

3) Intermediate

4) Advanced

4. Do you use English with your friends? 1)Yes 2)No

5. Are you accustomed to working in groups? 1)Yes 2)No

6. Do you think that working in groups helps you improve your English? 1)Yes Why? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 7. How do you prefer to study? 1)In groups Why? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2)Individual 2)No

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8.

How often do you study individually? 1) Never 3) Often 2) Sometimes 4) always

9. Do you feel comfortable working in groups? 1) Yes 2) No

10. Is it good for you that the teacher makes you work with someone you do not know? 1) Yes Why? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2) No

Motivation

11. Do you feel motivated learning a second language? 1) Yes 2) No

12. Do you prize yourself when you get good grades? 1) Always 2) Usually

3) Never

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13. Do you study for getting good grades? 1) Yes 2) No

14. Do you study because you really have the desire of learning the second language? 1) Yes 2) No

Why? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 15. Do you feel motivated when you get good grades? 1) Yes What do you do to get them? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2) No

16. In your opinion, is motivation very important to do a good job in classes? 1) Yes Why? __________________________________________________________________ __________________________________________________________________ 2) No

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17. What motivates you?

1) My family 3) Good grades

2) Myself 4) Nothing at all

18. What would you do to motivate yourself? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 19. Is motivation the key to succeed in the career? 1) Yes 2) No

20. Do you think you can succeed without motivation? 1) Yes Why? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2) No

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Appendix C UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS ENGLISH LANGUAGE DEPARTMENT N ______

Interview addressed to the Communicative Competence Coordinator.

Interviewer: __________________________

Date: __________________

Objective: To Find information about the problematic situation that Intensive Basic English students of the University of El Salvador are facing regarding the study habits and intrinsic motivation. Directions: Answer the following questions. 1- Do you consider that intrinsic motivation in Intensive Basic English students is affecting their academic performance? 2- Are English teachers of the University of El Salvador doing their best to increase students motivation? 3- Do English teachers of the University of El Salvador have the necessary methodologies to teach a second language in a motivating way? 4- Do you consider that the poor study habits are one of the main reasons in Intensive Basic English students performance? 5- Are English teachers of the University of El Salvador allowed to teach some techniques in order to improve students study habits?

64

Appendix D UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS ENGLISH LANGUAGE DEPARTMENT N _______

Interview addressed to Intensive Basic English teachers

Interviewer: __________________________

Date: __________________

Objective: To get information about the problematic situation that Intensive Basic English students of the University of El Salvador are facing regarding the intrinsic motivation and study habits. Directions: Answer the following questions. 1- Do you consider that Basic English Students are intrinsically motivated to learn English effectively? 2- Do you consider that intrinsic motivation in Intensive Basic English students helps them in their academic performance? 3- What do you do to motivate your students extrinsically? 4- Do you consider that the poor study habits hinder English students performance? 5- Do you usually teach your students some techniques to develop their study habits? How often? 6- Do you think that students can improve the academic performance if they have study habits?

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Appendix E UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS ENGLISH LANGUAGE DEPARTMENT Interview addressed to Intensive Basic English students N _______

Interviewer: ____________________________

Date: __________________

Objective: To identify if the Intensive Basic English students know about the problematic situation they are facing regarding to the intrinsic motivation and study habits. Directions: Answer the following questions.

1- Have you ever received some tips to study from your teachers? Ha recibido usted algn consejo de estudio de parte de sus profesores? 2- Do you think that motivation is important to learn a second language? Considera que la motivacin es importante para aprender una segunda lengua? 3- Do you feel motivated when you learn English here at the university? Se siente motivado cuando aprende ingles aqu en la Universidad? 4- What motivates you to learn English? Qu lo motiva para aprender ingls?

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Appendix F UNIVERSITY OF EL SALVADOR WESTERN MULTIDISCIPLINARY CAMPUS ENGLISH LANGUAGE DEPARTMENT N_______

Observation guide Observer:________________________________ Date:__________________

Objective: To witness the general behavior that students of the Intensive Basic English have inside and outside the classroom in the Western Multidisciplinary Campus of the University of El Salvador, Semester I-2013

Variables

General behavior

Indicators

Students behavior in the classroom

Number of students that do not show interest in the classroom

Number of students that do not like to participate in classes

Number of students that do not work in groups

Number of students that are talking in the classroom

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Students behavior outside the classroom

Number of students that do not practice the studied structures

Number of students that do not speak in English

Number of students that do not look for extra practices

Number of students that try to practice the English basic structures

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REFERENCE PAGE Chinn, D. Study habits of successful students. Retrieved on Saturday, October 26th, 2013 at 20:14:34 from: http://faculty.washington.edu/dchinn/studyhabits.pdf Dewani, V. "Motivation". slideshare. Retrieved on Saturday, October 26th, 2013 at 19:45:12 from: http://archive.is/3MSh3 Gardner, R., & Lambert, W. (1972). Attitudes and motivations in second language Learning. Retrieved on Saturday, October 26th, 2013 at 20:23 from.

www.ukm.my/ppbl/Gema/pp%2029_55.pdf Mayland Community College. (2002). S.O.A.R program. Retrieved on Tuesday, October 29th, 2013 at 17:24:12 from

http://www.mayland.edu/aca111/StudyHabits.pdf Noels, K. A., Pelletier, L. G., Clment, R. & Vallerand, R. J. (2000) Why Are You Learning a Second Language? Motivational Orientations and SelfDetermination Theory. Language Learning, 50(1), 57-85. Retrieved on Tuesday, October 22nd, 2013 at 23:56:1 from: http://www.ukm.my/ppbl/Gema/GEMA%202010/pp%2071_86.pdf

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