Luận văn thạc sĩ the washback effects of toefl itp on first year non english major students’ motivation in learning english

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - ĐINH THỊ HỒNG THƯƠNG THE WASHBACK EFFECTS OF TOEFL-ITP ON FIRST YEAR NONENGLISH MAJOR STUDENTS’ MOTIVATION IN LEARNING ENGLISH (ẢNH HƯỞNG CỦA KỲ THI TOEFL-ITP ĐẾN ĐỘNG LỰC HỌC TIẾNG ANH CỦA SINH VIÊN KHÔNG CHUYÊN NĂM THỨ NHẤT) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI - 2017 z VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - ĐINH THỊ HỒNG THƯƠNG THE WASHBACK EFFECTS OF TOEFL-ITP ON FIRST YEAR NONENGLISH MAJOR STUDENTS’ MOTIVATION IN LEARNING ENGLISH (ẢNH HƯỞNG CỦA KỲ THI TOEFL-ITP ĐẾN ĐỘNG LỰC HỌC TIẾNG ANH CỦA SINH VIÊN KHÔNG CHUYÊN NĂM THỨ NHẤT) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr Trần Thanh Nhàn HANOI - 2017 z DECLARATION I hereby declare that this thesis represents my own work for the Degree of Master in TESOL at the Faculty of Post-graduate Studies, University of Languages and International Studies - Vietnam National University, and that it has not been previously submitted to this University or any other institution in application for admission to a degree, diploma or other qualifications Hanoi,2017 Đinh Thị Hồng Thương i z ACKNOWLEDGEMENTS First of all, I would like to acknowledge the debt of gratitude to my supervisor, Dr Trần Thanh Nhàn for her helpful suggestions, invaluable critical feedback and encouragement in the writing of this study Without her guidance and help, this work would not have been completed My sincere thanks go to all the staff at the Department of Post-graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for giving me assistance and the lecturers who conducted the Master's course for providing me with valuable knowledge I would also like to express my deep sense of gratitude to all students, whose participation in and dedication to the research remains invaluable Without their precious support, the thesis would not have taken shaped I am also indebted to my colleagues at Thai Nguyen University of Technology for their enthusiastic assistance and co-operation Finally, the support extended to me by the members of my family has been immeasurable I would also like to express my thanks to my parents and my husband for their wholehearted encouragement ii z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 ABTRACT Test of English as a Foreign Language - Institutional Testing Program (TOEFL-ITP) is believed by authority makers to have positive influence on teaching and learning English However, as observation of the author and belief of teachers, TOEFL-ITP has negative consequence in students‟ learning English This paper explores the relationship between TOEFL-ITP requirements for graduation and program entrance and students‟ motivation in learning with regards to students‟ different learning background and various educational contexts and time schedule pressure of the test A sample of 147 students from two learning programs was approached to take questionnaire responses and ten students and three teachers were interviewed for more intensive data Both positive and negative impacts of TOEFLITP on students‟ motivation were clarified in the research Limited source of data, sampling procedure and length of the survey period in this study suggested other data collection source, sampling method and more longitudinal time for data collection for later research iii 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 LIST OF TABLES Table 1: Questionnaire items 20 Table 1: Students from Advanced program 23 Table 2: Students from standard program .24 Table 3: Students take part in interview section 25 Table 4: Teachers participated in interview 26 Table 5: Students‟ responses to Motivation intensity items 26 Table 6: Students‟ responses to Integrative motivation 27 Table 3.7 Students‟ responses to Desire to learn English 29 Table 3.8: Students‟ responses to Interest in learning English items .31 Table 9: Students‟ responses to Attitude towards learning English item .33 Table 10: Students‟ responses to Instrumental motivation items 33 Table 11: Students‟ responses to Attribution about past failures item 34 Table 12: Students‟ responses to Need for achievement items .35 iv 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABTRACT iii LIST OF TABLES iv TABLE OF CONTENTS v PART I: INTRODUCTION 1.Rationale of the study 2.Purposes and significance of the study 3.Scope of the study 4.Method and procedure 4.1.Subjects 4.2.Data collection method 4.3.Data analysis procedure 5.Organization of the study PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.Theoretical backgrounds 1.1.Washback 1.2.Language test 1.2.1.Definition of language test 1.2.2.Nature of language tests 1.3.Motivation 1.3.1.Definition of motivation 1.3.2.Components of motivation 10 1.3.2.1.Intrinsic motivation and extrinsic motivation 10 1.3.2.2.Integrative motivation and instrumental motivation 11 1.3.3.Role of motivation in foreign language learning 13 2.Review of literature 15 v 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 CHAPTER 2: METHODOLOGY 17 1.The context of the study 17 2.Participants 17 3.Instruments 18 3.1.Questionnaire 18 3.2.Interview 20 4.Data collection procedure 21 5.Data analysis 22 CHAPTER 3: DATA ANALYSIS, FINDINGS AND DISCUSSIONS 23 1.Demographic information of participants 23 1.1.Questionnaire survey respondents 23 1.2.Interview participants 25 2.Effect of TOEFL-ITP examination on students‟ motivation 26 2.1.Motivation intensity 26 2.2.Integrative motivation sub-system 27 2.2.1.Integrative motivation 27 2.2.2.Desire to learn English 29 2.2.3.Interest in learning English 31 2.2.4.Attitude towards learning English 32 2.3.Instrumental motivation sub-system 33 2.4.Attribution about past failures 34 2.5.Need for achievement 35 3.Findings and discussions 35 PART III: CONCLUSION 38 1.Summary of methodologies 38 2.Summary of findings 38 3.Limitations of the study and suggestion for further research 39 REFERENCES 41 APPENDIX I vi 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 PART I: INTRODUCTION Rationale of the study Testing plays a significant role in education The vital importance of testing is revealed in the way test results are used to make decisions on curriculum, on teaching and learning, and on students‟ future studies and career opportunities (Shohamy, 1992, p.513) This is especially true in the context of teaching and learning English as a foreign language with a desire to foster students‟ English competence, increasing their competitiveness in the international market In several countries, English proficiency tests as graduation requirements and program selection criteria were adapted in the curriculum, forcing students to study, teachers to teach and administrators to renovate the curriculum That implementation can have negative, positive or no impacts on teachers, learners and policy makers Of all participants influenced by such test scores, students or learners are directly affected from multiple aspects, especially their motivation in learning English Recently, in Vietnam, for instance, English proficiency tests, such as the Test of English for International Communication (TOEIC) and the Test of English as a Foreign Language - Institutional Testing Program (TOEFL-ITP) have been used as exit requirements in various universities and colleges and as selection criteria for some learning programs Among those educational institutions, Thai Nguyen University of Technology (TNUT), a technical university in Northern part of Vietnam, also adopts the TOEFL-ITP as a prerequisite condition for first year students to pursue their majors in Advanced Program (AP) and for other undergraduates to be accredited in this university AP is the program that TNUT was granted from Vietnamese Government to offer two Bachelor of Science programs, major in Mechanical Engineering and Electrical Engineering The two courses have been implemented in English and established to meet the increasing trends of globalization on engineering items As the medium of instruction of AP is 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 English, AP students have to obtain required TOEFL-ITP score according to the regulation of the program before starting learning their major and getting the Degree of Engineer Additionally, in line with the National Foreign Languages 2020 Project, TNUT has set a minimum score in TOEFL-ITP for undergraduates who study other programs that not use English in teaching (referred as other undergraduates in this study) as a graduation requirement since 2014 Policy makers or school administrator generally believe that tests have much power and therefore quite often try to use them to manipulate or implement educational policies (Shohamy, 2001a, 2001b) Not aside this perception, it is believed by the authorities of the university that TOEFL-ITP is a valuable and accurate instrument to measure students‟ English proficiency sufficient to students‟ learning in English environment and future profession chances, meanwhile, it is not that beneficial from teachers‟ and students‟ perspectives Considering the relation between testing and its influence on learners, especially in terms of motivation in learning English, and the context of English teaching and learning at TNUT, there emerges a need to conduct this research on „The washback effects of TOEFL-ITP on first year non-English major students’ motivation in learning English‟ Purposes and significance of the study The study aims to investigate the washback effects of TOEFL-ITP on motivation in learning English of students under two different educational policies (selection policy to study in English teaching-learning environment and graduation requirement policy), and different required test result agendas (in the first year for AP freshmen and before graduation for other undergraduates) The following research questions are addressed: 1) How does TOEFL-ITP affect first year AP students and other undergraduates‟ motivation in learning English? 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 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 Education, 21, 1995-1996 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 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Shearin (1996) Language Learning Motivation in a New key Inr Oxford 43 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Shohamy, E (1992) Beyond proficiency testing: A diagnostic feedback testing model for assessing foreign language learning The Modern Language Journal, 76(4), 513-521 Shohamy, E (2001a) The power of tests Harlow: Pearson Education limited Shohamy, E (2001b) Democratic assessment as an alternative Language Testing, 18 (4), 373-391 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: Cambridge University Press 44 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 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 Section 1: Full name: Gender: Major: Class: Times taken TOEFL-ITP test: Latest result: Section 2: 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 For example: Statements I love learning English x This means that you are strongly agree with the statement “I love learning English” I 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Statements 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 I love learning English When studying for TOEFL-ITP, I make a point of trying to understand all English I see and hear Studying for TOEFL-ITP/ passing TOEFL-ITP is important because it will allow me to be more at easy with people who speak English When studying for TOEFL-ITP, I have strong desire to know all aspects of English Studying English is important because I need to pass TOEFLITP for my graduation/ for my further learning in the program Studying and taking TOEFL-ITP raises my interest in English 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 II 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 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! III 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 APPENDIX 2: Phiếu khảo sát động lực học tiếng Anh sinh viên Tôi Đinh Thị Hồng Thương, giảng viên Bộ môn Ngoại ngữ, Đại học Kỹ thuật Công nghiệp, học viên cao học Đại học Ngoại ngữ, Đại học Quốc gia Hiện tại, tiến hành nghiên cứu “Ảnh hưởng kỳ thi TOEFL-ITP đến động lực học tiếng Anh sinh viên không chuyên năm thứ nhất” Phiếu khảo sát thiết kế nhằm tìm hiểu tương quan động lực học tiếng Anh sinh viên kỳ thi TOEFL-ITP Mọi câu trả lời phiếu khảo sát giữ kín sử dụng cho mục đích nghiên cứu Bạn cần khoảng 20 phút để hoàn thành toàn phiếu khảo sát Phần 1: Họ tên: Giới tính: Chuyên ngành: Lớp: Số lần thi TOEFL: Kết gần nhất: Phần 2: Bạn đánh giá phát biểu với mức tương ứng cách tích vào cột tương ứng 1= Rất không đồng ý 2= Không đồng ý 3= Không đồng ý phần 4= Đồng ý phần 5= Đồng ý 6= Rất đồng ý Ví dụ: Phát biểu Tơi thích học tiếng Anh x Điều có nghĩa bạn đồng ý với phát biểu “Tơi thích học tiếng Anh” IV 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Phát biểu Trong trình học thi TOEFL, tơi thích gặp người nói tiếng Anh để phát triển kỹ tiếng Anh nhiều Khi thi đạt TOEFL-ITP, thơi khơng học tiếng Anh tơi khơng thích tiếng Anh Tơi thích học tiếng Anh Trong q trình học để thi TOEFL, tơi ln cố gắng hiểu hết tất liên quan đến tiếng Anh nghe thấy Học tiếng Anh để thi TOEFL/ thi đạt TOEFL-ITP quan trọng giúp cảm thấy thoải mái gặp người nói tiếng Anh Học thi TOEFL-ITP khiến tơi muốn biết hết khía cạnh tiếng Anh Tơi học tiếng Anh tơi cần thi đạt TOEFL-ITP để tốt nghiệp/ để tơi tiếp tục theo học chương trình Học thi TOEFL-ITP làm tơi thích thú với tiếng Anh Tôi dự định học nhiều tiếng Anh tốt 10 Biết tiếng Anh mục tiêu quan trọng sống tơi 11 Tơi có xu hướng muốn bỏ học tiếng Anh không ý lớp học tiếng Anh không đạt kết TOEFL-ITP mong muốn 12 Tôi học môn học khác học tiếng Anh 13 Học thi TOEFL-ITP/ thi đạt TOEFL-ITP quan trọng giúp tơi hiểu trân trọng cách sống người Anh 14 Trong q trình học thi TOEFL-ITP, tơi muốn học tiếng Anh tốt đến mức tiếng Anh trở thành tự nhiên với tơi 15 Thành thật mà nói, tơi khơng có mong muốn học tiếng Anh 16 Trong q trình học TOEFL-ITP, tơi muốn dành tồn thời gian để học tiếng Anh V 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 17 Tơi thực khơng có hứng thú với tiếng Anh 18 Học tiếng Anh quan trọng tơi cần cho cơng việc tơi sau 19 Thi chưa đạt TOEFL-ITP, hết mong muốn có việc học tiếng Anh 20 Học thi TOEFL-ITP/ thi đạt TOEFL-ITP quan trọng tơi giao tiếp dễ dàng với người nói tiếng Anh 21 Học tiếng Anh lãng phí thời gian 22 Tơi mong muốn đạt kết TOEFL-ITP cao (cao mức cần để tốt nghiệp/ theo học chương trình) 23 Học tiếng Anh khơng thú vị chút 24 Mục tiêu học tiếng Anh để thi đạt TOEFL-ITP 25 Trong q trình học TOEFL-ITP, tơi học mẹo khơng cố gắng hiểu hết tiếng Anh 26 Tôi thấy không cần thiết phải giỏi tiếng Anh Bạn có đồng ý tham dự vấn sau phần câu hỏi không? Có Khơng Nếu “Có”, tơi liên hệ với bạn qua: Số điện thoại: ……………………… Email:………… Chân thành cảm ơn bạn dành thời gian cho nghiên cứu này! 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Why you still learn English even if you have already met the TOEFL-ITP requirement? Students SS95 Main ideas I know that English is important to my future employment, but I am not good at English and not interested in it at all I just learn English because I have to pass TOEFL-ITP or whatever to graduate It is rumor that TOEFL-ITP with the mark under 450 can be easily overcome by learning all the synonyms and tips and tricks so I wanted to make a trial However, everything was not as what I expected I got only 390 and the learning for tricks was not as easy as I think Then I decided to continue learning English in the program and take TOEFL-ITP again when I graduate because I still have some knowledge from the learning in class Nevertheless, if I pass, I will end my English learning immediately SS8 I know that I have to pass TOEFL-ITP to graduate, but I am just in the first year, so there‟s nothing to be hurried English is important for me to communicate with other people and to have good job in the future I think English is interesting but I am not fascinating about learning English because I am not good at English TOEFL-ITP is in fact ineffectual to my learning English because I not need it immediately SS67 I find English not interesting at all I learn English just because it is integrated in the learning program and I have to pass TOEFL-ITP to graduate I am worried for the TOEFL-ITP requirement to graduate because I am afraid of failing for it If I fail, I will be so depressed and will not want to learn English anymore Fortunately, having to pass TOEFL-ITP is in far future VII 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37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 SS98 I have taken TOEFL-ITP twice and I have already met the requirement although my graduation is in years later To be honest, I am curious about the thing people say that I can get TOEFL-ITP by learning tricks, and then I take it It is quite easy to get TOEFL-ITP requirement of 430 by learning tricks However, I want to get higher result, so I take it the second time, but the higher the requirement is, the harder you can only depend on the trick, you must learn English That is the reason why I continue my learning English in the program I want to be more proficient in English so that I can get high TOEFL-ITP, about 500 to graduate and have good job and develop my speaking skill so that I can communicate well with people in English This can be achieved by learning “real” but not by learning tricks APS37 I have taken TOEFL-ITP once and I got over the result I need to continue my learning I really love learning English and make my effort to learn English well enough to communicate with other people Having requirement for passing TOEFL-ITP after the first year to continue studying is a motive for fostering my learning English I want to get the certificate as soon as possible, hence I take TOEFL-ITP TOEFL-ITP listening part is interesting because it brings me many real situation so that I can the same when I meet people in real world However, it does not have writing skill, so I not focus on learning this skill, which is not a good choice APS27 I have not taken TOEFL-ITP because I am not confident enough to take the exam My English is not good although I know English is important for me to continue my learning in the program, which is absolutely in English The requirement to have TOEFL-ITP after the first year urges me to spend all my time learning English I participate in an English club every afternoon to practice speaking and have a study group with some of my classmates to exchange learning experiences and help each other to improve English However, due to my low background of English since my studying in high school, my improvement is at slow speed But I am making every effort I can to satisfy the requirement and more importantly to be able to study all other subjects in my VIII 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organize English speaking activities for us to learn English and have fun I will take TOEFL-ITP as soon as I have my identity card There‟s no reason for me to quit learning TOEFL-ITP if I pass it because having English to study further, to go further and experience more is more important than to have a certificate APS19 TOEFL-ITP requirement is stressful for me especially when I have taken it twice but haven‟t got proper result I am not a good learner of English even when I was in high school Having the requirement, I know that I have to try my best to afford it I take part in English clubs and study groups to improve my English besides learning in class After the first failure in taking TOEFL-ITP, I was rather upset and I made a point of trying to learn the tricks to pass TOEFL_ITP but not trying to understand English And I encountered the second failure, which confused me so much Now I decide to learn English carefully again and take TOEFL-ITP in about one or two months APS3 English is interesting and I love learning English I want to communicate well with speakers of English and use English as fluently as using Vietnamese Why we have to take TOEFL-ITP instead of other examination like TOEIC, B1/C1 or IELTS because TOEFL-ITP cannot assess our ability in speaking and writing which are significant in real life I have passed TOEFL-ITP, but that‟s not an end in my learning English I will learn even more because I need it for my future; I want to study abroad and live overseas Honestly, TOEFL-ITP does not have much impact on my motivation to learn English because I want to have other IX 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Is there any difference between motivation in learning English of Advanced program students and that of standard program students? Whether students focus on developing all skills in English or just focus on learning TOEFL-ITP? Do students who have passed TOEFL-ITP still love learning English? Do students who have not passed TOEFL-ITP feel frustrated and want to give up learning? Do you have any suggestion or recommendation? Answer Teacher T1 In fact, TOEFL-ITP requirement asserts strong impact on SS because TOEFL-ITP assesses only skills listening and reading, causing students not focusing on other skills such as speaking and writing Furthermore, students who satisfy the requirement are able to remarked A for English in the program, resulting in withdrawal of students from the English learning program or non-registering in it It can be seen from the fact that the number of English class for the first year in second semester declined dramatically, which is an evidence for a down of motivation in learning English The lack of two skills in TOEFL-ITP format makes students ignore the integrated learning of the four skills For APS, because after the first year they must have 450 TOEFL-ITP, which is a target for students to achieve in short time, APS try all possible methods to get the necessary result It is a positive consequence of TOEFL-ITP However, TOEFLITP result of around 400 cannot exactly assess students‟ capacity At this level, students are able to retake similar questions; hence they still get the requirement without much effort APS must study in English from their second year It should be worried if they pass TOEFL-ITP but that‟s not their true capacity That students XI 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 fail to get proper TOEFL-ITP result affects not only motivation of APS in learning English but also their motivation in taking the entire program in English Some students who have TOEFL-ITP show their down of motivation in learning because they want to register to learn other subjects in their learning program In my opinion, the fact that TOEFL-ITP affect negatively on students‟ motivation, especially for those who are at lower level of English must be considered with other correlating factors such as low input requirement indicating that their English is not evitable enough to afford a year of learning full of English, causing their demotivation It can be easy to see this problem at the end of the first semester and at the beginning of the second semester Additionally, there is weak relation of the learning program, which is communicative language, and the exit requirement or entrance requirement to continue studying In this case, students just focus on practicing for TOEFL-ITP but not practicing skills they need for their future utility I recommend that other assessment tools that can evaluate all skills should be applied to students so that they can learn and use English in a long run T2 TOEFL-ITP has both positive and negative consequence on students‟ motivation in learning English For APS, on the positive side, their TOEFL-ITP requirement is higher than that of SS and the time they have to fulfill it is shorter, which motivates them to study intensively They make their effort to learn by joining English clubs, English selfstudy groups and asking for assistance from teachers‟ and seniors‟ help from English Consulting Center On the opposite site, some students who are weak at English cannot study TOEFL-ITP which requires difficult academic vocabularies and complex grammatical structures compared to their English level If they are left behind by other better students, they don‟t want to go to class for studying or not pay their attention in class This accounts for a third of the APS For SS, they seem to calm with the requirement because they not need TOEFLITP immediately The effect can only be seen on some minor students who want to get TOEFL-ITP soon and to transfer their learning outcome to mark A when they satisfy the requirement That effect is not clear for other students However, the XII 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