Exploring preparation strategies for english proficiency test level 5 on speaking skill a case study of the fourth year efl students at hue university of foreign language

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES H’ANETTA BUON YA EXPLORING PREPARATION STRATEGIES FOR ENGLISH PROFICIENCY TEST, LEVEL ON SPEAKING SKILL: A CASE STUDY OF THE FOURTH-YEAR EFL STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES (HUFL) MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2015 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES H’ANETTA BUON YA EPLORING PREPARATION STRATEGIES FOR ENGLISH PROFICIENCY TEST, LEVEL ON SPEAKING SKILL: A CASE STUDY OF THE FOURTH-YEAR EFL STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES (HUFL) MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: PHAM HOA HIEP, D Ed HUE, 2015 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ H’ANETTA BUÔN YĂ NGHIÊN CỨU NHỮNG CHIẾN LƯỢC CHUẨN BỊ CHO KỲ THI NĂNG LỰC NGOẠI NGỮ BẬC KỸ NĂNG NÓI (THEO KHUNG NĂNG LỰC NGOẠI NGỮ BẬC VIỆT NAM): TRƯỜNG HỢP SINH VIÊN NĂM THỨ TƯ TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS PHẠM HÒA HIỆP HUẾ, 2015 ii STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: …./ …./ 20… Signature iii ABSTRACT This study aims to explore fourth-year students‟ perceptions about The English Proficiency Test Level on speaking skill as a requirement within the National Foreign Language 2020 Project (NFL 2020) The methods used for the data collection include interviews and questionnaires A questionnaire consisting of twenty-three questions was given to 100 students, and another questionnaire consisting of four questions was given to teachers In depth, interviews were conducted with 10 students and teachers at Hue University College of Foreign Languages The findings show that: (1) most students acknowledged the importance and necessity of The English Proficiency Test Level on speaking skill ; (2) within the The English Proficiency Test Level students‟ language ability was not evaluated effectively; (3) all students were aware of the usefulness and effectiveness of Practice speaking English with foreigners or native speakers ; (4) most students agreed that understanding The Frame of 6-level language skills for Vietnam (KNLNNVN) and test requirement would help student have better preparation; (5) all students were aware of the difficulties that they could have to face with when taking the test Based on the findings, it is recommended that (1) teachers should inform students about more about the National Foreign Language 2020 Project (NFL 2020) and the description of The frame of 6-level language skills for Vietnam (KNLNNVN); (2) students should Practice speaking English with foreigners and native speakers to prepare for the test; (3) teachers should encourage students to practice speaking more frequently; (4) students should imply and combine all practice strategies for effective preparation; (5) teachers should also give student more strategies to make better prepare for the test; (6) teachers should raise students‟ awareness of the benefits of speaking component of The English Proficiency Test Level before graduation iv ACKNOWLEDGEMENTS I would like to take this opportunity to extend my deepest gratitude and appreciation to all of those people from Hue University College of Foreign Languages who have contributed to this research project by completing questionnaires, and taking part in interviews, without their help, the completion of this research project would not have been possible I would like to thank my supervisor Dr Pham Hoa Hiep, for his remarkable supervision, brilliant guidance, enthusiasm, patience and invaluable support throughout the research, which I am sure, was above and beyond the call of duty I wish to express my sincere thanks to my friends because of their generosity in time, helpful advices, detailed comments; suggestion and ongoing encouragement Finally yet importantly, I would like to extend my heartfelt appreciation and thanks to my parents, for standing by me and for giving me their unconditional love, care, good will assistance and patience Sincerely, H‟Anetta Buon Ya v LIST OF ABBREVIATIONS CEF: Common European Framework CEFR: Common European Framework of Reference for Languages EFL: English as a foreign Language HUCFL: Hue University of foreign Languages IELTS: International English Language Testing System KNNNNVN: Khung Năng Lực Ngoại Ngữ Bậc Việt Nam (The frame of 6-level language skills for Vietnam) MoET: Ministry of Education and Traning NFL 2020: National Foreign Languages 2020 Project TOEFL: Test of English as a Foreign Language TOEIC: Test of English for International Communication SPSS: Statistical Package for the Social Sciences Software vi TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Rationale of the study 1.3 Aims of the study 1.4 Significance of the study 1.5 Scope of the study 1.6 Structure of the study CHAPTER 2: LITERATURE REVIEW 2.1 Introduction 2.2 An overview of national foreign language 2020 project 2.3 The frame of 6-level language skills for vietnam 2.3.1 Overview .8 2.3.2 The frame of 6-level language skill for Vietnam – speaking skill 11 2.4 The speaking skill 14 2.4.1 The definition of speaking skill 14 2.4.2 The importance of speaking skill 14 2.4.3 Characteristics of speaking skill 15 2.5 The proficiency test 16 2.5.1 Definition 16 2.5.2 Importance of proficiency test for English language teachers 16 2.5.3 Proficiency test preparation strategies 17 2.5.4 Test and backwash effects 19 2.5 Teachers‟ perceptions about the proficiency test within project 2020 20 2.6 Chapter conclusion 21 CHAPTER3: METHODOLOGY 23 3.1 Research approach 23 3.2 Research site and participants 23 3.3 Data collection 23 3.4 Procedure 26 vii 3.5 Data analysis 26 3.6 Summary 27 CHAPTER 4: FINDING AND DISCUSSION 28 4.1 Introduction 28 4.2 Student‟s perceptions of English proficiency test-level 28 4.2.1 Students‟ perception of English proficiency test-level as a difficult test 28 4.2.2 Student‟s perception of English proficiency test-level as a reliable test to evaluate their language ability .29 4.2.3 Student‟s perception of English proficiency test-level as a necessary test before graduate 30 4.3 Students‟ perception of English proficiency test-level on speaking skill 32 4.4 Strategies that students use to prepare for English proficiency test-level on speaking skill 33 4.5 Difficulties students tend to encounter when taking English proficiency test-level on speaking skill 40 4.6 Teachers‟ perception toward English proficiency test-level on speaking skill 41 4.7 Chapter summary 42 CHAPTER 5: CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS FOR FUTURE RESEARCH 43 5.1 Restatement of the rationale of the study 43 5.2 Summary of the findings 43 5.3 Contributions of the study 44 5.4 Limitations of the study 44 5.5 Implications 44 5.6 Suggestions for further studies 45 REFERENCES 46 APPENDICES 51 APPENDIX 51 APPENDIX 65 APPENDIX 67 viii LIST OF TABLES Table 2.1: The frame of 6-level language skills for Vietnam Table 2.2: General description of the frame of 6-level language skills for Vietnam .10 Table 2.3.The frame of 6-level language skill for Vietnam – speaking skill level 12 Table 3.1: Summary of the questionnaires 24 Table 3.2 The reliability statistics of the students‟ questionnaires 25 Table 4.1: Mean of cluster 32 Table 4.2: Mifficulties students tend to encounter when taking English proficiency test-level on speaking skill 40 ix English Proficiency Test-Level on 5 5 speaking skill is a test that could help me improve my speaking ability English Proficiency Test-Level on speaking skill could help assess my real speaking Preparing for the test could help me obtain new vocabularies I find the speaking skill in English Proficiency Test-Level speaking skill is a difficult test because I have never any test like that Others: ……………………………………………………………………………………………………… ……………………… * Your strategy to prepare for English Proficiency Test-Level on speaking skill Statement Option Strongl Agree y agree Taking an extra class is a good way to prepare for the test Practice speaking English with foreigner or communicate with Undeci Disagre Strongly ded e disagree 5 native speakers are reliable and practical way to improve your speaking skill 54 I would like to participate in discussions in groups or classes, or 5 1 I think if I would know clearer about 5 the requirements of the speaking clubs to improve my speaking skill Asking an interlocutor to correct a mistake when speaking English helps me avoid my mistake test, I could prepare for the test better I would like to some exercises in speaking skill under the form of Proficiency Test-Level Other: * The difficulties you tend to encounter when taking English Proficiency Test-Level on speaking skill Statement Option Strongly Agree Undecide agree It is expensive to take an extra (speaking) class The most difficult thing about the test is that I don‟t know exactly Disagree d Strongly disagree 5 about the test sample 55 The topics in the speaking test is broad My vocabulary and my pronunciation is not good enough 5 5 for doing the speaking test It is difficult to prepare for the test because I don‟t know what are the test requirement I don‟t have much chance to practice speaking with foreigner so it is hard for me to prepare for the test It is hard to ask for correction from my teacher so I couldn‟t realize my mistake Other: - THANK YOU FOR YOUR COOPERATION! 56 INTERVIEW QUESTIONS (For students) Have you ever heard about National Foreign Language 2020 Project (NFL 2020)? What you think about the English Proficiency Test-Level 5? Do you think the test reliable enough to evaluate your language ability before graduating? Which skills you think is the most difficult skill English Proficiency TestLevel 5? Why? If speaking skill is the most difficult skill for you, what you to improve it to prepare for the test? What are the difficulties that you tend to meet when you take the test? THANK YOU FOR YOUR COOPERATION! 57 INTERVIEW QUESTIONS (For teachers) This questionnaires has been designed with the aim to collect necessary information for my research paper on the topic: “EPLORING PREPARATION STRATEGIES FOR ENGLISH PROFICIENCY TEST, LEVEL ON SPEAKING SKILL: A CASE STUDY OF THE FOURTH-YEAR EFL STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES (HUFL)” The collected data will be confidential and used only for the purpose of the current research As an English teacher/ professor, you think English Proficiency TestLevel within the National Foreign Language Project 2020 is important for your career? In your opinion, you think it is necessary for you and your students to take the test to evaluate the language ability? In your opinion, what skill is the most difficult skill for you and your students? Why? What strategies you usually use to prepare for the test on speaking skill? What strategies you think your students could use to prepare for the test effectively? What difficulties you think you and your students might have face with when taking the Proficiency Test-Level on speaking skill? THANK YOU FOR YOUR COOPERATION! 58 APPENDIX 1A BẢNG CÂU HỎI ĐIỀU TRA Các bạn thân mến! Tôi thực nghiên cứu đề tài “NGHIÊN CỨU NHỮNG CHIẾN LƯỢC CHUẨN BỊ CHO KỲ THI NĂNG LỰC NGOẠI NGỮ BẬC KỸ NĂNG NÓI (THEO KHUNG NĂNG LỰC NGOẠI NGỮ BẬC): TRƯỜNG HỢP SINH VIÊN NĂM THỨ TƯ TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ” cho luận văn thạc Sĩ Để giúp tơi hồn thành đề tài, mong bạn trả lời câu hỏi bảng câu hỏi Dữ liệu thu thập dùng cho mục đích nghiên cứu, khơng phải để xuất phục vụ cho mục đích khác Người nghiên cứu đảm bả tất thông tin thu thập giữ kín người điều tra không dùng tên thật bạn Một lần nữa, xin cám ơn hợp tác ủng hộ bạn Xin lưu ý: Kỳ thi lực ngoại ngữ bậc kỳ thi lực ngoại ngữ khung C1 mà bạn phải thực trước tốt nghiêp Trong nghiên cứu tập trung vào kỹ nói Trước hết, Vui lịng điền vài thông tin cá nhân bạn: Họ tên: …………………………… Giới tính: Nam ☐ Tuổi: …… Lớp:………… Nữ ☐ Địa chỉ: ………………………………………… Bây muốn hỏi quan điểm bạn kỳ thi lực ngoại ngữ bậc A Trong kỳ thi lực ngoại ngữ bậc 5, theo bạn kỹ kỹ khó nhất? 59 a Kỹ nghe b kỹ nói c kỹ đọc d kỹ viết Bảng câu hỏi liên quan tới việc nghiên cứu chiến lược chuẩn bị cho kù thi lực ngoại ngữ bậc kỹ nói khó khăn gặp phải chuẩn bị cho kì thi Theo kinh nghiệm bạn, bạn khoanh tròn vào số tương đương với phát biểu mà bạn cho phù hợp với ý kiến Nội dung Hồn Đồng ý Khơng tồn có ý đồng ý kiến Khơng Hồn tồn đồng ý khơng đồng ý Bạn có nhận thức thi lực ngoại ngư bậc Tôi thấy kỳ thi lực ngoại ngữ 5 5 bậc khỳ thi hoàn toàn mẻ Kỳ thi lực ngoại ngữ bậc kỳ thi khó nhiều áp lực Kỳ thi lực ngoại ngữ bậc kỳ thi chưa đáng tin cậy để đánh giá lực ngoại ngữ Kỳ thi lực ngoại ngữ bậc cần thiết trước tốt nghiệp Kỳ thi lực ngoại ngữ bậc giúp tơi hồn thiện kỹ ngơn ngữ Ý kiến khác: -Bạn có nhận thức thi lực ngoại ngư bậc 5, kỹ nói 60 Kỹ nói kỹ khó 5 5 Kỳ thi lực ngoại ngữ bậc Với Kỳ thi lực ngoại ngữ bậc đặc biệt kỹ nói, tơi cải thiện kỹ nói Kỳ thi lực ngoại ngữ bậc 5, kỹ nói, đánh giá xác khả nói tiếng Anh tơi Việc chuẩn bị cho kỳ thi tơi 10 học thêm nhiều từ vựng Theo thấy, kỹ nói, kỳ thi khó tơi chưa thực kỳ thi Ý kiến khác: -Những chiến lược mà bạn sữ dụng để chuẩn bị cho thi lực ngoại ngư bậc kỹ nói 11 Tham dự lớp học thêm kỹ 5 nói chiến lược tốt để chuẩn bị co kỳ thi 12 Thực hành nói tiếng Anh với người nước cách chuẩn bị hiệu 13 Tơi thích tham dự thảo luận nhóm lớp hay câu lạc 61 để nâng cao kỹ nói tiếng Anh 14 Tham khảo ý kiến đánh giá 5 người đàm thoại để tránh mắc lỗi nói tiếng Anh 15 Tơi nghĩ rằng, tơi hiểu rõ u cầu kỳ thi nói tơi chuẩn bị cho kỳ thi tốt 16 Tôi nghĩ thử làm số tập nói dạng đề thi lực ngoại ngữ bậc tơi chuẩn bị tốt Ý kiến khác: -Những khó khăn bạn gặp phải chuẩn bị cho thi lực ngoại ngư bậc 5, kỹ nói 17 Để tham gia học thêm 5 5 lớp tiếng tốn 18 Điều khó khăn kỳ thi tơi khơng biết rõ kiểu mẫu kỹ nói 19 Những chủ đề mơn nói kỳ thi rộng 20 Từ vựng phát âm không đủ tốt 21 Rất khó chuẩn bị tơi khơng hiểu 62 rõ yêu cầu kỳ thi 22 Tôi nhiều hội để 5 thực hành nói với người nước ngồi 23 Rất khó để tơi hỏi thầy/ sửa lỗi kho nói nên khắc phục lỗi Ý kiến khác: BẢNG CÂU HỎI PHỎNG VẤN Bạn nghe đến Đề Án Năng Lực ngoại ngữ Quốc Gia 2020 chưa? Bạn nghĩ kỳ thi lực ngoại ngư bậc (khung lực ngoại ngữ bậc Việt Nam)? Bạn có nghĩ thi lực ngoại ngư bậc đủ tin cậy để đánh giá lực ngoại ngữ bạn trước tốt nghiệp không? Theo bạn kỹ thi lực ngoại ngư bậc khinăng có khăn bạn? Tại sao? Nếu bạn cho kỹ nói kỹ khó bạn (đã sẽ) làm để chuẩn bị cho kỳ thi? Những khó khăn bạn nghĩ bạn gặp phải thực thi lực ngoại ngư bậc 5, kỹ nói? CẢM ƠN VÌ SỰ HỢP TÁC VÀ GIÚP ĐỠ CỦA CÁC BẠN 63 64 APPENDIX THE REALIBILITY OF THE QUESTIONNAIRE-PILOT Reliability Statistics Cronbach's N Alpha Items 701 23 of Item-Total Statistics Scale Scale Mean if Variance if Corrected Cronbach's Item-Total Alpha if Item Item Deleted Item Deleted Correlation Deleted Q1 78.7667 51.909 412 675 Q2 78.8667 59.637 -.089 719 Q3 79.4000 56.662 105 705 Q4 79.5333 52.809 373 680 Q5 79.6000 58.317 -.005 714 Q6 79.0667 52.754 412 677 Q7 79.0667 49.995 408 674 Q8 78.6333 51.413 516 667 65 Q9 79.0333 56.378 177 697 Q10 78.9333 55.237 188 698 Q11 78.7667 50.185 557 661 Q12 78.9333 58.271 011 711 Q13 79.1333 57.913 032 710 Q14 78.3333 55.264 334 686 Q15 78.6333 53.964 441 679 Q16 78.7667 57.771 053 707 Q17 78.7667 54.530 307 687 Q18 79.0000 56.138 169 698 Q19 78.6667 52.851 468 674 Q20 78.5333 56.189 288 690 Q21 79.1000 54.783 231 693 Q22 78.5667 55.426 295 689 Q23 78.9000 54.852 288 688 66 APPENDIX THE REALIBILITY OF THE QUESTIONNAIRE Reliability Statistics Cronbach's N of Items Alpha 728 23 Item-Total Statistics Scale Mean if Scale Corrected Cronbach's Variance if Item-Total Alpha if Item Correlation Deleted Item Deleted Item Deleted Q1 86.6800 56.834 178 725 Q2 86.9600 57.345 073 733 Q3 86.8600 52.653 449 706 Q4 86.8000 50.122 586 693 Q5 86.7800 54.420 358 714 Q6 86.8400 55.892 153 729 Q7 87.2200 51.522 416 707 Q8 86.6800 58.222 002 737 Q9 86.8600 52.653 449 706 Q10 86.8400 57.198 058 736 67 Q11 86.7200 50.981 688 692 Q12 86.8800 53.985 343 714 Q13 86.8800 55.169 244 722 Q14 87.2600 60.727 -.186 755 Q15 86.8800 56.108 166 727 Q16 86.8200 55.498 231 722 Q17 86.7600 56.962 098 732 Q18 86.5400 57.192 077 733 Q19 86.8000 50.122 586 693 Q20 86.9000 54.418 279 719 Q21 86.8400 54.219 310 717 Q22 87.3400 50.964 411 707 Q23 87.3400 50.964 411 707 68