INTRODUCTION
Subjects
The technical university recruited in this Survey Research has two types of programs namely the advanced and the standard program The former consists of two educational majors, and all subjects included in the curriculum of this program are taught in English Therefore, it is obligatory for AP students to have good English proficiency in order to utilize study materials in English and to embrace and implement all the knowledge transferred from either foreign lecturers or Vietnamese ones These students have an entire year to learn and improve their English proficiency regardless of their low or high entrance scores The latter, different from the former in terms of language used in teaching-learning environment and curriculum, includes seven majors While AP‟s curriculum and syllabus are imported and adapted from the United States, the standard program has its own curriculum and syllabus with the utilization of Vietnamese in teaching
Consequently, students from this standard program are not required to be proficient in English They have to submit TOEFL-ITP results before graduation
The quality of a research depends not only on appropriateness of methodology and instrumentation but also on the suitability of the sampling strategy adopted (Cohen, Manion, & Morrison, 2007, p 100) Base on the time available and the accessibility to the subjects when conducting the study, the researcher employed survey questionnaire as the major research method with a sample size of 147 participants Convenience sampling was implemented Although this method of sampling may limit generalizability, it can both identify important issues and trends and eliminate researcher‟s subjective ideas on the content of the questionnaire With regard to the differences in language used learning environment and test targets, two subgroups of population was created, the group of AP freshmen, and the group of freshmen from the standard program who did not need to have this certificate immediately.
Data collection method
This study consists of two phases, a survey phase followed by a semi- structured interview phase
In the first phase, participants were asked to fill in questionnaires translated into Vietnamese By this way, the researcher expected to eliminate misunderstanding of language used in the questionnaire and to put the respondents at ease (McDonough, J & McDonough, S., 1997, p 178)
The questionnaire was adapted and developed based on the results of washback studies conducted by Cheng (1998) and Pan (2012, &2014) and Dornyei
(1990) and Gardner (1985) study on motivation The questionnaire had two parts, part one - the demographic information of participants and part two- the exploration to students‟ viewpoints of TOEFL-ITP relevant to their importance in enhancing students‟ motivation to learn English Before conducting the study, pilot questionnaire was delivered to some samples belonging to both subgroups to check for the wording and clarity of questionnaire items Changes were made where necessary
Following the first phase, the second phase was for respondents from the survey phase who indicated willingness to be interviewed The purpose of this phase was to clarify various points from the survey and to provide respondents with an additional opportunity to express their opinions regarding the washback of TOEFL-ITP All interviews were digitally recorded and taken note for further analysis
Those respondents who complete both phases of the study received small gifts as appreciation and gratitude of the researcher At the same time, the researcher also interviewed three teachers who were teaching those classes.
Data analysis procedure
To carry out this study, the researcher used both qualitative and quantitative data Quantitative data was gathered from the survey questionnaire, while the qualitative data was obtained from the interview with students and teachers The quantitative data gathered has been cleaned, manipulated and analyzed by Analysis Toolpak in Excel software The qualitative data has been analyzed by content analysis
This study comprises of three main parts: part I- the Introduction to the study, part II – the Development, and part III – the Conclusion
The Introduction provides information on the rationale, scope, purposes and significance of the study
The Development is divided into three chapters Chapter I includes theoretical framework and review on related literature on washback effects, language testing and motivation Chapter II addresses detailed subjects, instruments and methods of data collection procedure and data analyses Chapter III presents and analyzes data collected from questionnaires and interviews
The Conclusion summarizes the washback effects of TOEFL-ITP on respondents‟ motivation in learning English, gives implication in education, evaluates limitations of the study and suggests further researches.
DEVELOPMENT
LITERATURE REVIEW
In this chapter, the theoretical backgrounds and review of literature for the study are provided The chapter focuses on introducing important relevant concepts, discussions of issues and ideas on theories of test washback, motivation and researches on testing and motivation
There are multiple washback definitions According to Alderson and Wall
(1993), washback is referred to the concept that testing influences teaching (p.115)
Biggs (1995) used the term backwash (p.12) to refer to the fact that testing drives not only the curriculum, but also the teaching methods and students‟ approaches to learning (as cited in Cheng and Watanabe, 2004, p.8) Bachman and Palmer (1996, p.29-35) describes washback in a broader view that it is a subset of test‟s impact on society, educational systems (the macro level) and individuals (the micro level) In this study, washback is defined as the effects that tests exert on students in term of students‟ motivation to learn English as a foreign language
Washback can be positive, negative or ineffectual This depends on the education context that tests are applied, on the time and duration of using such tests and on different approaches used by varied participants within that context (Cheng and Watanabe, 2004, p.8) Hughes (1993) expresses that the nature of the test, either high-stake or low-stake test, may affect the perceptions and attitudes of the participants towards their teaching and learning tasks These perceptions and attitudes in turn may affect what the participants do in carrying out their work (process), including practicing the kind of items that are to be found in the test, which will affect the learning outcomes, the product of that work (as cited in Bailey, 1999, p.10)
Additionally, Anderson and Wall (1993, p 117) also point out that a test, either good or bad, can exert positive washback if it encourages activities and motivation in learning and teaching
Language tests have been defined by different authors reflecting changing beliefs about the make-up of language proficiency
According to Brindley (2003, p 312-313), from the 1950s to approximately mid-1970s, language tests are sets of “discrete-point”, “objective”, and “multiple choice” items testing one linguistic item at a time These test types were very reliable and easy to administer but failed to provide “much useful information about the test-takers‟ ability to use the language in the real world”
It then follows that language tests should be redefined to reflect the notion of language ability and “what happens when people use language for communicative purposes” (Brindley, 2003, p.313) as Canale and Swain (1980); Bachman and Palmer (1996) have done
According to Alderson, Clapham and Wall (1995, p 41), a language test is a set of test items Each test item “consists of a method of eliciting behaviour or language, together with a system whereby that behaviour or language can be judged”
Along this line, Heaton (1990) holds that tests should be considered first as means of assessing the students‟ performance and then as devices to motivate them
Clearly, He gears tests to a way of inspiring students to study, reasoning that tests are often taken at the end of a semester; students will be encouraged to review their lessons in order to achieve their course and testing objectives
To sum up, a language test is an instrument for assessing test-takers‟ use of language knowledge and skills for communicative purposes It can also play the role of a motivating device for students in their learning process and for teachers to adjust their teaching accordingly
Language tests are of high-stakes and low-stakes nature Shohamy et al
(1996) defines a high-stakes test as one used in a context in which decisions about
“admission, promotion, placement or graduation are directly dependent on test scores” (p.300), while low stakes ones do not entail these significant decisions
Among those tests, TOEFL-ITP is of high-stakes level (Anderson and Hamp-Lyons,
It is clearly seen that motivation plays an important part in the process of learning a foreign language There are various theories of motivation that have been searched and discussed However, it is not possible to give a simple definition of motivation Instead, the focus is what specific factors work together to create motivation
Gardner was one of the pioneering researchers in second language acquisition to focus on motivation He chose to define motivation by specifying aspects of motivation: a goal, effortful behavior to reach the goal, a desire to attain the goal, and positive attitudes toward the goal (Gardner, 1985, p 50)
Sharing the same point, Ellis, R (1997, p 75), stated that motivation is "the efforts which learners put into learning an L2 as a result of their own need or desire to learn" He also indicated that "motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn an L2"
Motivation to learn a second language in Ellis' point of view refers to the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in the activity
According to Kleigninna (1981, p.6), William and Burden (1997, p.120), Brown (2000, p.160) and Dornyei (2001, p.7), motivation is defined as the explanation for people to do something and for their efforts and persistence to pursue it
In short, although there are numerous different definitions of motivation, they all share the same point of view that motivation combines effort and desire plus favorable attitude and occur as a result of combination of external and internal influences
As discussed in the previous part, motivation is not a single or a simple concept and so it is necessary to consider the range of factors which constitute motivation for learning, i.e components of motivation There are two trends for the construction of motivation The first trend considers extrinsic motivation and intrinsic motivation as two components of motivation The other one includes integrative motivation and instrumental motivation and some other elements as composition of motivation
1.3.2.1 Intrinsic motivation and extrinsic motivation
Moore, K.D., (1992) separates motivation into two main categories: extrinsic motivation and intrinsic motivation
Intrinsic motivation comes from within the student or from factors inherent in the task being performed For example, students who love to read are intrinsically motivated to read - there is something about reading that they enjoy and that makes them want to do it even if there is no "reward" for it
METHODOLOGY
This chapter presents a review of methodology of the study It describes in detail the setting of the study, participants of the study, data collection instruments, data collection and data analysis procedure
1 The context of the study
The technical university recruited in this Survey Research has two types of program namely the advanced program and the standard program The former consists of two educational majors, and all subjects included in the curriculum of this program are taught in English Therefore, it is obligatory for AP students to have good English proficiency in order to utilize materials in English in study and to embrace and implement all the knowledge transferred from either foreign lecturers or Vietnamese ones These students have entire one year to learn and improve their English proficiency including all four skills, i.e listening, writing, speaking, and reading skills regardless of their low or high English proficiency before entering the university It is required for them to submit TOEFL-ITP result of 480 after their first year of studying at the university to continue their learning program Meanwhile, the latter, different from the former in terms of language used in teaching-learning environment and curriculum, includes seven majors While AP‟s curriculum and syllabus are imported and adapted from the United State, the standard program has its own curriculum and syllabus with the utilization of Vietnamese in teaching Consequently, students from this standard program are not required to be proficient in English Additionally, their English learning program is communicative oriented with integrated skills, i.e listening, reading, writing, and speaking skills They have to submit TOEFL-ITP result of 430 before graduation
Based on the time available and the accessibility to the subjects when conducting the study, the researcher employed convenience sampling with a sample size of 147 participants Although this way of sampling may limit generalizability, it can both identify important issues and trends and eliminate researcher‟s subjective ideas on the content of the questionnaire It also served as a pilot study to prepare for a larger study (Johnson, 1991, p 112)
With regard to the differences in language used learning environment and test targets, two subgroups of population were created, the group of AP freshmen (the first group), and the group of freshmen from the standard program who did not need to have this certificate immediately (the second group) 41 respondents from 2 classes of the first group and 106 respondents from 5 classes of the second group were approached for a convenient sample of the survey questionnaire Afterwards, ten respondents indicating willingness to take part in the follow-up interview section were interviewed by the researcher
At the same time, the researcher also conducted interview with three teachers who were teaching those classes
The questionnaire utilized in the study was in Likert-scale format because multi-item scales such as Likert scale are justifiable in terms of psychometric reliability in which motivation is a sub-field and the implementation is simple, versatile and reliable (Dornyei, 2003) In the questionnaire, some items address the same area of content so that they can maximize the stable component that the items share and reduce the extraneous influences unique to the individual items (Dornyei,
2003, p.34) Furthermore, the author chose even (six) responses in the Likert scale ranging from “strongly agree” to “strongly disagree” instead of odd responses is to eliminate the case respondents choose middle response such as “neutral” or “no idea” to avoid making real choices
In order to follow a more systematic approach the author first conducted a review of the relevant literature and identified dimensions of motivation of learning
Questionnaire items were adapted from the Attitude/ Motivation Test Battery (Gardner, 1985) and generated according to the list of dimensions of motivation for English learning as a foreign language This way of using established questionnaire can eliminate all the “bugs” due to previously extensive piloting of the questions that have been used frequently before (Sudman and Bradburn, 1983, as cited in Dornyei, 2003) Afterwards, the questionnaire was translated into for ultimate understanding of respondents because most of them were at merely elementary level of English The Vietnamese version of the questionnaire is vice translated into English by another person who was at the same level of English and teaching background with the researcher to ensure that the content of the questionnaire was similar in both English and Vietnamese version Before conducting the study, pilot questionnaire was delivered to ten samples belonging to subgroups to check for the wording and clarity of questionnaire items Changes were made for suitability
The questionnaire consists of two parts Part one was designed to collect background information of respondents Part two with 19 statements under four categories got respondents‟ ideas about their motivation in learning English and the relevant of their motivation in learning English and the TOEFL-ITP The statements in part two were adapted adapted and developed based on the results of washback studies conducted by Cheng (1998) and Pan (2012, &2014) and Gardner‟s Attitude/Motivation Test Battery (Gardner, 1985) and based on the motivation‟s definition and motivation construct as in the literature review In this way, the quality of the questionnaire was improved and assured (Johnson, 1991, p.113)
Additionally, both positively and negatively worded items were included in the questionnaire to keep the questionnaire away from a response set in which respondents mark only one side of the rating scale Items under the four categories were mixed up randomly in order to avoid frustration for respondents when answering repetitive content (Dornyei, 2003) The items under categories are listed in the table below
3 Desire to learn English 6,14 10,24,15 4.Interest in learning
Need for achievement 8 Need for achievement 22 26
Survey questionnaire was used as the main instrument in this study
However, questionnaire utilization also has some limitations, that is they offer little scope for explorative, in-depth analyses of complex relationships Hence, in order to gain a better understanding of what the result actually means, semi-structured interview with ten students who indicated a willingness to participate in follow-up interviews were conducted in the following week after the questionnaire for students was processed (Dornyei, 2003) The participants were invited to answer the questions with the researcher‟s explanation of the questions and clarifying unclear answers, each interview lasted about 10 minutes
In addition to students‟ interview, interviews with three teachers of English who taught both programs were carried out at the same time with the students‟ interview The purpose of these interviews was to collect their opinions on the correlation between the TOEFL-ITP examination and students‟ motivation as well as whether there was any difference in English learning motivation of the two subgroups
The questions for interviews were compiled in paper sheets All the interviews were carried out in Vietnamese in the form of an informal conversation between the researcher and the students, the researcher and teachers The data collected from interview were recorded, transcribed, and then translated into English for the purposes of the study
This study consists of two phases, a survey phase followed by a semi- structured interview phase
In the first phase, samples were asked to fill in questionnaires translated into Vietnamese By this way, the researcher expected to eliminate misunderstanding of language used in the questionnaire and to put the respondents at ease (McDonough,
J & McDonough, S., 1997, p 178) The questionnaire was delivered to students in May 2017 when students are at the end of the second semester of the school year
At this time, some students already had a semester to learn English and some of them had taken TOEFL-ITP examination which assures the suitability of the research context With the acceptance of teachers, 20 minutes of learning period was spent for questionnaire completion under the instruction of the researcher
Students from five classes of standard program and two advanced program were approached in this study
Following the first phase, after initial data coding, the researcher found out some students who expected to be interviewed and belong to categories such as with and without TOEFL-ITP, successful and unsuccessful learners and gender balance
DATA ANALYSIS, FINDINGS AND DISCUSSIONS
This chapter provides results from the questionnaire survey with students and interviews with students and teachers First, demographic information of students participated in the questionnaire survey, in interviews and of teachers in interviews are presented Then, items of motivation construct of students from the two programs are analyzed and compared Next, interview analysis is also included
147 students participated in the questionnaire survey with 106 ones from the standard program and 41 ones from the Advanced program Number and percentage of students‟ gender, major and whether or not they pass the TOEFL-ITP examination are exhibited in tables
Have not taken TOEFL-ITP 2 4.9%
Do not meet TOEFL-ITP requirement
Table 3 1: Students from Advanced program
Of 41 students from Advanced program (APS) approached as sampled in the study, 33 ones accounting for 80.5% are male and the rest 8 accounting for 19.5% are female Most of them, i.e 39 over 41 APS have taken TOEFL- ITP, but only 10 of them accounting for 24.4% have met TOEFL-ITP requirement to continue their learning APS are from both Electrical engineering and Mechanics major with 24 and
Table 3 2: Students from standard program
It can be seen from the table above, 23 females and 83 males students from standard program (SS) accounting for 22 percent and 78 percent respectively take part in the study Only three of 106 SS have taken the TOEFL-ITP examination and one is the number of SS who met the graduation requirement although they are merely in the first year of learning SS‟ majors are varied, including eleven majors
The large percentage of SSs belongs to Electronics with 31.1%, Mechanical production with 13.2%, Civil construction and Electrical engineering with 11.3% A small number of SSs major in Accounting with 8.5%, Mechanic-Electronic engineering with 5.7%, Industrial management and Mechanics with 4.7%, Automation with 2.8 % and Environmental science with only 0.9 percent
Ten students who participated in the questionnaire survey and agreed to take part in interview are chosen from both the standard program and Advanced program Six students are male and four ones are female Six of them have taken TOEFL-ITP and three out of six ones have met TOEFL-ITP requirement for graduation and further learning The other four students from both the standard program and Advanced program, both male and female have not taken TOEFL-ITP examination
Program Student Gender Times taking TOEFL-ITP
Table 3 3: Students take part in interview section
Teacher Year of teaching experience
Number of class in current teaching Standard program Advanced program
Table 3 4: Teachers participated in interview
All three teachers participated in the interview are well-experienced with 18 and 10 years of teaching They teach both standard program and advanced program with two classes of advanced program and two to three classes of standard program per each teacher
2 Effect of TOEFL-ITP examination on students’ motivation
2.1 Motivation intensity Items Students from standard program
(APS) Number Mean Mode Standard deviation
Number Mean Mode Standard deviation
Table 3 5: Students’ responses to Motivation intensity items
It can be seen that in responding to statement four, most students agree that when studying for TOEFL-ITP, they make a point of trying to understand all English they see and hear The means for this statement are almost similar and above four with the modes slightly different Meanwhile responses to item 25 varied With SSs, that the means is 3.68, the mode is 5 and the standard deviation is 1.56 means many of them share the same opinion with the thing that they make their effort to learn all aspects of English when learning for TOEFL-ITP, but the number of SSs who are on the other side is nearly equal On contrary, APS‟s opinion on this issue is mostly consistent with the mean of 4.56, the mode of 5 and the standard deviation of 0.95 The identical results of the two items I4 and I25, i.e above four, illustrates that APS‟s motivation intensity is high In contrast, motivation intensity of SSs under the effect of TOEFL-ITP examination is ambiguous
This is further confirmed by data from the interview with students and teachers According to all three teachers interviewed, the effect of TOEFL-ITP was more clearly observed on APSs than on SSs Teacher T2 said that SSs seemed to be
“calm” with the requirement The reason for this difference is the time pressure for reaching the requirement Student SS8 stated that TOEFL-ITP was ineffectual to her current learning English because she was not required to pass TOEFL-ITP immediately
2.2.1 Integrative motivation Items Students from standard program
(APS) Number Mean Mode Standard deviation
Number Mean Mode Standard deviation
Table 3 6: Students’ responses to Integrative motivation
Item five, thirteen and twenty refer to some examples of integrative motivation including communicative competence and understanding English culture With the mean of approximate 4 , the mode of 4 or 5 and the standard deviation of 1.2 to 1.43 for item 5 and 13, it can be inferred that students from both programs agree to some extent that learning TOEFL-ITP support their understanding about English culture and their confidence when contacting with English-speaking people However, the distribution of the scale is moderately dispersed according to the standard deviation index, which indicates that some of the students from both programs exhibit their disagreement to the positive value of TOEFL-ITP on their English learning in terms of integrative motivation In addition, the means for the last item in this sub-system for responses of SS and APS are 4.4 and 4.15 correspondingly express an agreement trend for students with the importance of TOEFL-ITP in encouraging them to communicate with English- speaking people
According to interview data, integrative motivation tends to appear with successful students and students who are confident in their English competence
Students SS98 and APS37, who have taken TOEFL-ITP and got TOEFL-ITP result higher than the requirement, expressed their willingness to have high result to graduate, have a good job and develop their speaking skill so that he could communicate well with people in English Additionally, student APS24 pointed out that “having English to study further, to go further and experience more is more important than to have a certificate”
In short, despite a moderate variety in students‟ opinion on the effect of TOEFL-ITP on their integrative motivation to learn English, students share a comment that TOEFL-ITP develops their knowledge and confidence in communicating in English
In the questionnaire survey, item 6, 10, 15, 14 and 24 are samples of students‟ desire to learn English under the effect of TOEFL-ITP The responses have been calculated, analyzed in terms of means and percentage of agreement which are illustrated in the following chart
In general, students express their agreement to the effect TOEFL-ITP on their willing to learning English Above sixty percent of students from both programs, with the mean for responses above four, agrees that when learning TOEFL-ITP, they expect to know all aspects of English, be as fluent in English as in Vietnamese, and English is a crucial goals of their lives There is identical viewpoint for item fourteen, i.e the mean mostly overlapped, from students of the two groups They all want to become natural in English, i.e they are able to use English as easily as Vietnamese However, the percentage of agreement for item 24 declined suddenly to a low of solely 43.9% and 34.91% of students from Advanced
CONCLUSION
The purpose of this chapter is to present the results of the investigation in response to two research questions mentioned in part I This is followed by a discussion of the main findings and the limitations of the study Finally, the suggestions for further study are also presented
This study was set out to explore the washback effects of TOEFL-ITP on motivation in learning English of students under different educational policies (selection policy to study in English teaching-learning environment and graduation requirement policy), and different required test result schedule (in the first year for
AP freshmen and before graduation for other undergraduates) It provides answers for the two research questions about how TOEFL-ITP affect the two groups of students and whether the effects different or similar on the two groups To answer the two research questions, a motivation questionnaire survey was designed for 147 students and interviews with 10 students and three teachers were implemented The questionnaire was composed based on the motivational construct of Dorneyei
(1990) and the Attitude/motivation test battery of Gardner (1985) The two research questions were answered in parallel but not separated
From the questionnaire survey data and information collected from interviews, it can be concluded that both effective and ineffective influences of TOEFL-ITP were found out
Positively, the requirement of TOEFL-ITP for continuing the study or for graduation created a fostering reason for students from Advanced program to learn more intensively It influenced not only APS‟ desire to learn, interest in learning but also their integrative motivation which leads to long-term learning of English
However, the effect was marginal for students from standard program Furthermore, the students who are more competent and have better TOEFL-ITP result were more motivated than the counterparts
Negatively, due to the irrelevance between the learning program which provides communicative English and the requirement for graduation and continuance of learning with the variety in English level of students, the requirement of TOEFL-ITP caused unsuccessful, i.e students with TOEFL-ITP failure, and weak students anxiety and frustration in learning English when they did not meet the requirement Moreover, the lack of two skills speaking and writing led to incomplete learning for most students from both programs There was a tendency for weak students to focus on learning items in the exam only without real learning
The two-way effectual sides of TOEFL-ITP on students in both programs indicate that this test caused both positive and negative washback It also refused the hypothesis by the author that TOEFL-ITP asserted solely negative impacts on students It was inclusively suggested that other suitable assessment which could evaluate all four skills of English should be taken into consideration to alternate this type of assessment
3 Limitations of the study and suggestion for further research
A considerable effort has been made to investigate motivation in learning English in relevance to the impact of TOEFL-ITP requirement for university exit or program entrance However, three limitations still can be seen from the study that contributes ideas for further research to be carried out
Firstly, the study involved only students and teachers of English from the two programs, which did not ensure the absolute triangulation assurance of data
Further research should include more data from other sources of participants such as university administrators and teachers who deliver specific subjects in students‟ further learning to have a complete and transparent picture of all the impact of the test on students‟ motivation and to provide suggestion for adaptation of the learning program or exit requirement more easily
Additionally, convenience sampling implemented in this research has limitation in the way that the result cannot be generalized to the entire first year student population Hence, later study should apply other ways of sampling such as stratified sampling to have more generalizable results
Moreover, the study conducted at the end of the second term of the first year which can capture motivation of students at the moment of the research only There should be more longitudinal research which starts at the beginning of the year and continues to their second year to explore if there is any change in motivation under the impact of TOEFL-ITP as well as to see if the perceived motivation results to undesired results or not
To conclude, this end of research section wraps up summaries of research methodology, summaries of findings and implication for further implementation, and limitations and suggestions for further study
Alderson, J C., & Hamp-Lyons, L (1996) TOEFL preparation courses: A study of washback Language Testing, 13(3), 280-297
Alderson, J C., & Wall, D (1993) Does washback exist? Applied linguistics, 14(2), 115-129
Alderson, J C., Clapham, C., & Wall, D (1995) Language test construction and evaluation Ernst Klett Sprachen
Bachman, L F., & Palmer, A S (1996) Language testing in practice: Designing and developing useful language tests (Vol 1) Oxford University Press
Bailey, K M (1999) Washback in language testing Princeton, NJ: Educational Testing Service
Brindley, G (2003) Classroom-based assessment Practical English Language
Teaching New York: McGraw Hill
Brown, H D (2000) Principles of language learning and teaching Englewood
Canale, M., & Swain, M (1980) Theoretical bases of com-municative approaches to second language teaching and testing Applied linguistics,1(1), 1-47
Cheng, L (1998) Impact of a public English examination change on students' perceptions and attitudes toward their English learning Studies in educational evaluation, 24(3), 279-301
Cheng, L., & Watanabe, Y (Eds.) (2004) Washback in language testing: Research contexts and methods Routledge
Cohen, L., Manion, L., & Morrison, K (2007) Research methods in education
Crooks, T J (1988) The impact of classroom evaluation practices on students Review of educational research, 58(4), 438-481
Crooks, G & Schmidt, R.W (1991), Motivation: Reopening the Research Agenda,
Davidson, F., & Bachman, L F (1990) The Cambridge-TOEFL comparability study: An example of the cross-national comparison of language tests AILA
Deci, E L (86) 8: Ryan, RM (1985) Intrinsic motivation and self-determination in human behavior New York and London: Plenum
Dửrnyei, Z (1990), Conceptualizing Motivation in Foreign-Language Learning,
Dornyei, Z (2001a) Motivational Strategies in the Language Classroom
Dửrnyei, Z (2001b) Teaching and researching: Motivation England: Pearson Education Limited
Dornyei, Z (2003) Questionnaires in second language research, London, NJ:
Ellis, R (1994) The Study of Second Language Acquisition Oxford University
Press Ellis, R (1997) Second Language Acquisition Oxford University Press Gardner, R.C (1982) Language attitudes and language learning In E.B Ryan & H
Giles (Eds.), Attitudes towards language variation London, United Kingdom:
Edward Arnold 132-147 Gardner, R.C (1985) The Attitude/Motivation Test Battery Technical report, London, ON: Univ.of Western Ontario
Gardner, R.C & Lambert, W.E., (1972), Attitudes and Motivation in Second Language Learning Rowley: Newbury House Publishers
Gardner, R.C & MacIntyre, P.D (1993), A student‟s contributions to Second language learning Part II: Affective Variables, Language teaching, 26, 1-11
Gardner, R.C & Tremblay, P.F (1994) On motivation: Measurement and conceptual considerations Modern Language Journal, 78, 524-527
Harlen, W., & Deakin Crick, R (2003) Testing and motivation for learning
Assessment in Education: Principles, Policy & Practice, 10(2), 169-207
Heaton, J B (1990) Classroom testing Pearson PTR
Johnson, D.M (1991) Approaches to research in second language learning
Chapeter 5: Survey research London: Longman Kellaghan, T., Madaus, G F., & Raczek, A (1996) The use of external examinations to improve student motivation Review of Research in
Kleinginna, P J & Kleinginna, A (1981) Motivation and Emotion
Littlewood, W (1995) Foreign and Second Language Learning Cambridge:CUP Madaus, G & Clarke, M (1999) The adverse impact of high stakes testing on minority students: evidence from 100 years of test data, High Stakes K–12 Testing Conference, Harvard University, 4 December, 1998 Paper revised May 1999
Masoomeh, E (2013), Demestifying the complexity of washback effect on learners in the IELTS academic writing test, Study in English language teaching, 1,
McDonough, J., & McDonough, S (1997) Research methods for English language teachers Routledge
Moore, K D (1992) Classroom Teaching Reading Skills Mcgraw-Hill, Inc
Oxford, R.L and Shearin, J.(1994) Language learning motivation: Expanding the theoretical framework The Modern Language Journal, 78, 12-28
Pan, Y C (2014) Learner washback variability in standardized exit tests.TESLEJ, 18(2), 19
Pan, Y C., & Newfields, T (2012) Tertiary EFL proficiency graduation requirements in Taiwan: A study of washback on learning Electronic Journal of Foreign Language Teaching, 9(1), 108-122
Paul, R Pintrich & Dale H Schunk (2002) Motivation Education
Rebecca & Jill Shearin (1996) Language Learning Motivation in a New key Inr
Shohamy, E (1992) Beyond proficiency testing: A diagnostic feedback testing model for assessing foreign language learning The Modern Language
Shohamy, E (2001a) The power of tests Harlow: Pearson Education limited Shohamy, E (2001b) Democratic assessment as an alternative Language Testing,
Shohamy, E., Donitsa-Schmidt, S., & Ferman, I (1996) Test impact revisited:
Washback effect over time Language testing, 13(3), 298-317
Spolky, B (1989), Conditions for second language learning, Ofxord university press
Williams, M & Burden, R (1997) Psychology of language teachers Cambridge:
APPENDIX APPENDIX 1: Students’ motivation in learning English questionnaire
I am Dinh Thi Hong Thuong, master of art students of University of Languages and International Studies, Vietnam National University I am now conducting a research namely “The washback effects of TOEFL-ITP on first year non-English major students’ motivation in learning English”
In this questionnaire, I would like to figure out the correlation between your motivation in learning English and the TOEFL-ITP examination
Your responses to the questionnaire will be treated confidentially and only used for the stated purpose of the study
The questions usually take about 20 minutes to answer
Times taken TOEFL-ITP test: Latest result:
Please grade the following on a 6-point scale by ticking in the corresponding box where 1= strongly disagree 2= disagree 3= slightly disagree
4= partly agree 5= agree 6= strongly agree
This means that you are strongly agree with the statement “I love learning English”
1 When studying and taking TOEFL-ITP, I enjoy meeting people who speak English
2.When I pass TOEFL-ITP, I will give up the study of English because I am not interested in it
4 When studying for TOEFL-ITP, I make a point of trying to understand all English I see and hear
5 Studying for TOEFL-ITP/ passing TOEFL-ITP is important because it will allow me to be more at easy with people who speak English
6 When studying for TOEFL-ITP, I have strong desire to know all aspects of English
7 Studying English is important because I need to pass TOEFL- ITP for my graduation/ for my further learning in the program
8 Studying and taking TOEFL-ITP raises my interest in English
9 I plan to learn as much English as possible
10 Knowing English isn‟t really an important goal in my life
11 I tend to give up learning English and not pay attention in English class when I don‟t get proper TOEFL-ITP result I need
12 I would rather spend my time on subjects rather than English
13 Studying for TOEFL-ITP/ passing TOEFL-ITP is important because it will enable me to better understand and appreciate the English way of life
14 When studying for TOEFL-ITP, I want to learn English so well that it becomes natural to me
15 To be honest, I have no desire to learn English
16 When studying for TOEFL-ITP, I want to spend all of my time studying English
17 I really have no interest in English
18 Studying English is important because I will need it for my carreer
19 Not passing TOEFL-ITP, I‟m losing any desire I‟ve ever had to know English
20 Studying for TOEFL-ITP/ passing TOEFL-ITP is important because I will be able to interact more easily with speakers of English
21 Learning for TOEFL-ITP is a waste of time
22 I have desire to get high TOEFL-ITP score (more than the score I need for my graduation/ further study requirement)
23 Studying English is not enjoyable at all
24 My target when learning English is passing TOEFL-ITP
25 When studying for TOEFL-ITP, I just learn the tips for getting high TOEFL-ITP score but not trying to understand the more complex aspects of English
26 There‟s no need to be good at English
Would you like to take part in an interview following this survey? Yes No
If “Yes”, you could be contacted via: Phone: ……… Email: ………
Thank you for your time and cooperation!
APPENDIX 2: Phiếu khảo sát về động lực học tiếng Anh của sinh viên
Tôi là Đinh Thị Hồng Thương, giảng viên Bộ môn Ngoại ngữ, Đại học Kỹ thuật Công nghiệp, học viên cao học tại Đại học Ngoại ngữ, Đại học Quốc gia Hiện tại, tôi đang tiến hành nghiên cứu
“Ảnh hưởng của kỳ thi TOEFL-ITP đến động lực học tiếng Anh của sinh viên không chuyên năm thứ nhất”
Phiếu khảo sát này được thiết kế nhằm tìm hiểu sự tương quan giữa động lực học tiếng Anh của sinh viên và kỳ thi TOEFL-ITP
Mọi câu trả lời trong phiếu khảo sát này đều được giữ kín và chỉ sử dụng cho mục đích nghiên cứu Bạn cần khoảng 20 phút để hoàn thành toàn bộ phiếu khảo sát này
Số lần thi TOEFL: Kết quả gần nhất:
Bạn hãy đánh giá các phát biểu dưới đây với các mức tương ứng bằng cách tích vào cột tương ứng 1= Rất không đồng ý 2= Không đồng ý 3= Không đồng ý một phần 4= Đồng ý một phần 5= Đồng ý 6= Rất đồng ý
Tôi thích học tiếng Anh x Điều này có nghĩa bạn rất đồng ý với phát biểu “Tôi thích học tiếng Anh”
1 Trong quá trình học và thi TOEFL, tôi thích gặp những người nói tiếng Anh để có thể phát triển kỹ năng tiếng Anh nhiều hơn
2 Khi tôi thi đạt TOEFL-ITP, tôi sẽ thôi không học tiếng Anh nữa vì tôi không thích tiếng Anh
3 Tôi thích học tiếng Anh
4 Trong quá trình học để thi TOEFL, tôi luôn cố gắng hiểu hết tất cả những gì liên quan đến tiếng Anh tôi nghe và thấy
5 Học tiếng Anh để thi TOEFL/ thi đạt TOEFL-ITP quan trọng vì nó sẽ giúp tôi cảm thấy thoải mái hơn khi gặp người nói tiếng Anh
6 Học thi TOEFL-ITP khiến tôi muốn biết hết các khía cạnh của tiếng Anh
7 Tôi học tiếng Anh vì tôi cần thi đạt TOEFL-ITP để tốt nghiệp/ để tôi có thể tiếp tục theo học chương trình
8 Học và thi TOEFL-ITP làm tôi thích thú hơn với tiếng Anh
9 Tôi dự định học càng nhiều tiếng Anh càng tốt
10 Biết tiếng Anh không phải là mục tiêu quan trọng trong cuộc sống của tôi
11 Tôi có xu hướng muốn bỏ học tiếng Anh và không chú ý trong lớp học tiếng Anh khi tôi không đạt được kết quả TOEFL-ITP như mong muốn
12 Tôi thà học các môn học khác còn hơn học tiếng Anh
13 Học thi TOEFL-ITP/ thi đạt TOEFL-ITP quan trọng vì nó sẽ giúp tôi hiểu và trân trọng hơn cách sống của người Anh
14 Trong quá trình học thi TOEFL-ITP, tôi muốn học tiếng Anh tốt đến mức tiếng Anh trở thành tự nhiên với tôi
15 Thành thật mà nói, tôi không hề có mong muốn học tiếng Anh
16 Trong quá trình học TOEFL-ITP, tôi muốn dành toàn bộ thời gian của tôi để học tiếng Anh
17 Tôi thực sự không có hứng thú với tiếng Anh
18 Học tiếng Anh quan trọng vì tôi cần nó cho công việc của tôi sau này
19 Thi chưa đạt TOEFL-ITP, tôi mất hết mong muốn từng có đối với việc học tiếng Anh
20 Học thi TOEFL-ITP/ thi đạt TOEFL-ITP quan trọng vì tôi sẽ có thể giao tiếp dễ dàng hơn với những người nói tiếng Anh
21 Học tiếng Anh rất lãng phí thời gian
22 Tôi mong muốn đạt được kết quả TOEFL-ITP cao (cao hơn mức tôi cần để tốt nghiệp/ theo học chương trình)
23 Học tiếng Anh không thú vị chút nào
24 Mục tiêu của tôi khi học tiếng Anh là để thi đạt TOEFL-ITP
25 Trong quá trình học TOEFL-ITP, tôi chỉ học mẹo và không cố gắng hiểu hết tiếng Anh
26 Tôi thấy không cần thiết phải giỏi tiếng Anh
Bạn có đồng ý tham dự phỏng vấn sau phần câu hỏi này không? Có Không Nếu “Có”, tôi có thể liên hệ với bạn qua: Số điện thoại: ……… Email:…………
Chân thành cảm ơn bạn đã dành thời gian cho nghiên cứu này!
1 In your opinion, how does TOEFL-ITP requirement for your graduation/ further study in the program affect your learning English?
2 Why do you still learn English even if you have already met the TOEFL-ITP requirement?
SS95 I know that English is important to my future employment, but I am not good at