INTRODUCTION
Background to the study
Vietnam has a complex history of language policies toward English Before
In 1986, English was taught in Vietnam but was less prevalent than French, Russian, or Chinese From 1986 to 2002, English became a compulsory subject in upper secondary schools and an elective in lower secondary schools nationwide, although the focus was primarily on grammar, with insufficient research on effective language teaching methods With the onset of Vietnam's economic reforms and open-door policy at the beginning of the 21st century, the importance of English language education (ELE) increased significantly In 2002, the Vietnamese Ministry of Education and Training (MOET) launched a national project introducing a new curriculum and textbooks, making English a compulsory subject at both lower and upper secondary levels and an elective at the primary level.
As Vietnam enters the new century, it faces unprecedented opportunities and challenges in the global competitive landscape, particularly following its accession to the World Trade Organization and the anticipated free movement of labor within the ASEAN community English has emerged as a vital tool for national sustainable development and personal success, becoming increasingly important for industrialization, modernization, and integration Proficiency in English opens doors to higher education, international study, desirable job positions in various sectors, and career advancement The rapid pace of globalization has intensified the need for improved English language education, leading to a surge of interest known as "English Fever," where many Vietnamese are enthusiastically investing time and resources in learning English This commitment was further solidified by the Vietnamese Prime Minister's issuance of Decision 1400/QD-TTg on September 30, signaling a national effort to enhance English language education.
In 2008, Vietnam launched the National Foreign Language Project 2020, a 10-year initiative aimed at enhancing English education and teacher development, with an investment of 9.378 billion VND (approximately 5 billion USD) This project mandates English as a compulsory foreign language for all students starting from primary school, with the goal of improving the English proficiency of the labor force by 2015 By 2020, it is expected that most graduates who are not majoring in English will achieve level three on Vietnam’s English proficiency scale, demonstrating a solid understanding of the language and the ability to communicate effectively in basic situations The Management Board for Project 2020 was officially established in 2011 to oversee the implementation of these objectives.
The Ministry of Education and Training (MOET) has made English a compulsory subject starting from grade 3 in primary schools across Vietnam, with optional exposure in grades 1 and 2 Students receive over 40 hours of English instruction annually at the primary level and 80 hours at both lower and upper secondary levels, totaling more than 647 hours of English exposure over 10 years However, inconsistencies in the English education system persist from primary to tertiary levels, leading to inequitable access, particularly between urban and rural areas In underdeveloped and remote regions, English learning often begins in 6th grade (approximately 525 hours) or even in 10th grade (around 240 hours), while students in major cities benefit from a comprehensive 12-year English program, including early elective options.
Students in the 3-year English education program, as opposed to those in the 7-year or 10-year programs, face a notable disparity in English proficiency Despite differing lengths of English education, all students must take the same national exam to graduate from upper secondary schools, where English is a mandatory subject This requirement highlights the significant achievement gap in English skills among students from varying educational backgrounds.
The National Foreign Language 2020 Project, initiated in 2008, prioritizes enhancing learners' communicative competence and adopting learner-centered pedagogy This initiative has led to significant revisions in curricula, teaching methodologies, and assessment practices Textbooks for primary and secondary education have been redesigned to ensure continuity across all levels and meet language proficiency targets Additionally, English teachers nationwide are required to participate in re-training courses that emphasize language skills over mere knowledge Traditional testing and assessment methods will also be reformed to align with these innovative educational objectives.
1.1.2 KNLLNNVN standards/ National standards on FL proficiency or six-level proficiency framework
The lack of synergy in English education and inconsistent measures for assessing learners' proficiency have highlighted the necessity for a standardized language framework in Vietnam This framework must align with the capabilities and conditions of Vietnamese learners while addressing the demand for English in various professional environments In 2013, the development of KNLNNVN, the Vietnamese adaptation of the CEFR (Common European Framework of Reference), commenced, leading to the official publication of Circular No.01/2014/TT-BGDĐT by MOET on January 24, 2014 This local framework aims to standardize foreign language teaching and learning across the nation, drawing from the internationally recognized benchmarks established by the Council of Europe in 2001.
- unify the language proficiency of all second/ foreign languages being taught nationwide;
In second and foreign language education, clearly defined objectives and content are crucial for effectively designing curricula and syllabi, as well as for creating textbooks and supplementary materials These elements also play a significant role in establishing criteria for testing and assessment across various levels, ensuring consistency and quality in foreign language education.
- provide a basis for comparing second/ FL curricula, textbooks, courses and exams; as well as to support the design of curricula, teaching programmes, learning materials and assessment instruments
- provide learners with adopts an action-oriented approach, describing language learning outcomes of different level of language proficiency;
- provide checklists of “I can” descriptors which enable any language learners to self-rate their levels on the journey of language achievement and see the required levels of different qualifications;
- enable the educational cooperation and exchange, as well as the recognition of qualifications and certificates among countries adopting CEFR
In KNLNNVN, language activities are categorized into four distinct types: reception (listening and reading), production (spoken and written), interaction (spoken and written), and mediation (translating and interpreting) The framework includes learner-centered performance scales across these skills, outlining expectations for learners at six specific levels within three main categories: Basic User (A1 and A2), Independent User (B1 and B2), and Proficient User (C1 and C2) It emphasizes the development of both general and specific communicative competencies through the production and reception of texts in diverse contexts and challenges across educational, occupational, public, and personal domains A comprehensive description of the six levels is detailed in Table 1.1.
Table 1.1 The 6 levels to KNLNNVN
Level group Level Level name
C1 Effective operational proficiency or advanced
Dr Vu Thi Tu Anh, Deputy Head of the Management Board for the National Foreign Language Teaching Program by 2020, emphasizes that the framework is intended solely as a reference for managers and educators in designing English teaching curricula, rather than being mandatory for general schools or educational institutions.
1.1.3 Basic information about ethnic minorities in North-west Vietnam
Vietnam is a diverse multiethnic nation comprising 54 distinct ethnic groups, each with its own unique culture, language, and lifestyle The Kinh ethnic group is the largest, accounting for 86.2% of the population, while the remaining 13.8% consists of 53 ethnic minorities, contributing to the rich cultural tapestry of the country.
The Northwest region of the country, comprising the provinces of Dien Bien, Lai Chau, Son La, and Hoa Binh, is home to approximately 12 million people from 20 different ethnic groups The majority of the population consists of ethnic minorities, with the Thai (29.3%), Muong (15.4%), and H'mong (13.7%) being the most prevalent Many of these communities reside in economically underdeveloped areas, often situated in remote mountainous regions or near national borders, where their livelihoods primarily rely on agriculture, livestock farming, fishing, and hunting.
Ethnic minorities in the Northwest mountainous region face significant disadvantages, with over 40% of the nation’s poor belonging to these groups (World Bank, 2009) Compared to the ethnic Kinh majority, they experience lower access to education, higher illiteracy rates, increased school drop-out rates, and later school enrollment.
The educational achievement distribution among ethnic minority groups in the Northwest Region is notably right-skewed, indicating a higher concentration at advanced school levels Specifically, 25.6% of individuals have completed a primary degree, while approximately 11% have finished lower secondary education Furthermore, only about 5% possess an upper secondary degree, and less than 1% have attained a tertiary degree.
Government assistance programs and policies aimed at supporting ethnic minorities, especially in education, have been perceived as patronizing These initiatives seek to help these communities catch up with the ethnic Kinh, improve their circumstances, and ultimately bridge the existing gap.
1.1.4 English education for ethnic minorities in North-west Vietnam
Aims of the study
The aims of this study are as follows:
1 to explore the students of ethnic minorities studying at TBU in achieving the Ministry-required level of proficiency in English;
2 to find out how realistic the mandated level of English proficiency to students of ethnic minorities
With the above-mentioned aims, using qualitative and quantitative approaches, the study was guided by the following two research questions:
1) How do students of ethnic minorities at Tay Bac University learn English?
2) What are the factors affecting them to achieve English language proficiency to KNLNNVN standards?
Organization of the thesis
The thesis is composed of five chapters in total Following this introductory chapter with some significant background issues concerning the current study is
Chapter II in which the theoretical framework for analyzing and interpreting the data collected for the study will be covered In Chapter III, the research site, research subjects, research instruments, the process of the field work as well as the methods of data analysis will be explained Then in Chapter IV, with the guide of the theoretical framework and research questions, the results of the study will be displayed Finally, in Chapter V, the concluding chapter, the findings of the study drawn from the research will be summarized and some implications of the study as well as some recommendations for related future work will also be presented.
LITERATURE REVIEW
Second language acquisition
Learning is the process of acquiring new knowledge through study or experience, while language learning refers to the structured system designed for mastering a language However, language learning presents challenges due to its complex demands for active participation and effort from learners.
Language acquisition and language learning, terms first introduced by Krashen (2002), represent distinct processes Acquisition is a natural, subconscious assimilation of language, where error correction and explicit rule teaching are unnecessary In contrast, learning involves conscious, structured instruction in language rules, demanding intellectual effort and error correction Consequently, learners who engage in formal, rule-focused instruction may learn the language but will not fully acquire it (Karen, 2002).
The term L2 refers to any language learned after the mother tongue, L1, and encompasses all subsequent languages, regardless of whether they are second, third, or fourth languages In the context of ethnic minority students learning English, it is essential to differentiate between "second language" (Vietnamese, which serves as the medium of instruction) and "third language" or "foreign language" (English, taught as a required subject) At TBU, students use their ethnic language as L1 and Vietnamese as L2 Consequently, in this thesis, L3 specifically denotes English, which is acquired after students have learned their L1 and Vietnamese upon entering school.
L2 learning involves the educational journey where individuals acquire languages distinct from their native language (L1), occurring either in natural environments or through structured classroom settings The proficiency achieved in this process is a subject of debate, as foreign and L2 learning represents a complex interplay where each learner uniquely integrates their linguistic knowledge across different languages.
Language acquisition refers to the process of learning a native language (L1), which occurs naturally and results in functional spoken skills without formal theoretical knowledge In contrast, second language acquisition (L2) involves the conscious and structured learning of additional languages after mastering the first language, applicable to both children and adults.
2.1.2 Influence of proficiency in L1 and L2 on the acquisition of L3
The influence of L1 and L2 interference on L3 acquisition has been a complex area of research, with limited understanding despite significant scholarly focus Studies indicate that proficiency in both first languages plays a crucial role in learning a third language Higher levels of academic sophistication in L1 and L2—encompassing metalinguistic development, formal language training, and awareness of rhetorical patterns—correlate positively with proficiency in various aspects of L3.
1976, 1981; Muủoz, 2000; Cenoz, 2000, 2003), but the lower the level of interference of the L1 and L2 on L3 (Thomas, 1988)
A study by Balke-Aurell and Lindblad (1982) reveals that bilingual learners who predominantly use the national language (L2) at home, while only passively knowing their native language (L1), achieve higher scores in a third language (L3) compared to those who actively use their L1 Researchers attribute this to bilingual learners possessing greater metalinguistic awareness, enabling them to learn L3 more rapidly Consequently, ethnic minority language learners in Vietnam, who formally study Vietnamese, experience social, cultural, and cognitive advantages when learning English through Vietnamese instruction However, this expectation can also create significant pressure on bilingual learners, potentially hindering their L3 success.
Research suggests that the second language (L2) plays a more significant role than the first language (L1) in the acquisition of a third language (L3), as the similarities between L2 and L3 are often greater than those between L1 and L3 (Williams & Hammarberg, 1998; Bardel & Falk, 2007) Additionally, L3 learners who have studied L2 in formal settings tend to possess a better understanding of the language learning process, metalinguistic knowledge, and effective learning strategies, which can enhance their ability to learn L3 Consequently, limited proficiency in L2 may hinder the learning of L3.
Numerous studies have sought to identify the key attributes necessary for successful language learning Gardner's (1972) model outlines several main factors influencing second language learning (SLL), including cultural beliefs, intelligence, language aptitude, motivation, situational anxiety, and the context of SLL He emphasizes that a learner's social background significantly shapes their perception of the target language.
Schumann (1976) identifies numerous factors that influence second and foreign language learning, including social elements such as the dynamics between source and target language groups, affective factors like motivation and attitudes, personality traits including willingness to communicate and anxiety, cognitive aspects involving learning styles and strategies, biological development, aptitude for language acquisition, and personal characteristics such as resting patterns and responses to teaching methods.
Factors affecting L2 acquisition
and instructional factors (the teacher, teaching methods and time spent in the learning)
Lightbown and Spada (1993) suggest that language learners possess specific traits that influence their success in learning a new language Their concept of "a good language learner" has gained widespread acceptance in the realm of English as a second or foreign language.
According to Spolsky (1998), alongside Lightbown and Spada, several key factors such as materials, memory, training strategies, and social context play a crucial role in achieving success in English as a Foreign Language (EFL) Additionally, prior language learning experiences and proficiency in one's native language significantly influence the mastery of a second language (L2).
This study, constrained by time, primarily examines key attributes that significantly impact language learning among ethnic minority students at TBU, categorized into two main groups: internal and external factors.
Internal factors, to commonly defined, come from inside an individual language learner
Personality characteristics significantly influence success and failure in second language learning (SLL), making the connection between learners' personalities and SLL a focal point in numerous studies on second language acquisition.
Personality is a complex and multifaceted concept that has led to ongoing debates among psychologists and personality theorists regarding its definition Essentially, personality encompasses the totality of qualities and traits unique to an individual, including their character and behavior, as well as the collective patterns of emotional, mental, temperamental, and behavioral traits that define a person.
Researchers have struggled to separate independent variables from instructional and situational factors when examining the relationship between personality and second language learning (SLL) Consequently, personality has often been overlooked in various studies and literature reviews (Griffiths, 2008) This study specifically investigates key personality traits, including risk-taking, anxiety, and willingness to communicate Understanding these psychological barriers and their potential positive or negative impacts on both verbal and written communication could significantly enhance SLL outcomes.
Risk-taking in language learning involves the willingness to embrace uncertainty for potential benefits, promoting learners' eagerness to experiment despite fears of mistakes or rejection (Beebe, 1983; Brown, 2007; Krashen, 1982) This behavior often leads to greater class participation, which enhances language proficiency and academic performance (Ely, 1986; Samimy & Tabuse, 1992) Extroverted learners, who are generally more optimistic about outcomes, tend to engage in more risk-taking, resulting in increased exposure to the target language Conversely, introverted learners may be hindered by excessive worry about negative consequences, limiting their communicative experiences and achievements However, evidence remains inconclusive regarding the consistent effectiveness of risk-taking across all learners (Oxford, 1992) Additionally, unsuccessful attempts at risk-taking can adversely impact learners' morale and motivation to achieve their language learning goals (Haja Mohideen, 2001).
Risk-taking plays a crucial role in language learning, as it interacts with various personality factors to influence outcomes (Oxford, 1992) Research indicates that moderate and thoughtful risk-takers tend to achieve higher success rates compared to those who take reckless risks (Arnold, 1999; Oxford, 1992).
Anxiety is a complex and multidimensional phenomenon characterized by feelings of tension, apprehension, and worry, particularly when facing new or unfamiliar situations (Spielberger, 1983; Lightbown & Spada, 2006) It is closely linked to feelings of uneasiness, frustration, and self-doubt, significantly impacting second language acquisition (SLA) Research by MacIntyre & Gardner (1994) highlights that anxiety affects all language learners, with speaking being the most significantly impacted aspect during the use of a second language.
Overanxiety can significantly hinder learners' interest, self-confidence, and overall foreign language (FL) performance, leading to disengagement from FL studies Introverted students often experience higher levels of nervousness compared to extroverts, resulting in more serious mistakes and poorer oral performance Conversely, low anxiety levels can facilitate successful second language learning (SLL) by enhancing expressive oral descriptions Extroverted learners are more likely to embrace challenges and manage their anxiety during oral presentations, which can inspire them to perform better.
In terms of classification, basing on its helpfulness and harmfulness, Scovel
In 1978, anxiety was categorized into facilitative and debilitative types, while Schmidt (1992) identified three specific types of foreign language (FL) anxiety: fear of exchange, fear of negative evaluation, and test anxiety Understanding the causes of learners' anxiety is crucial for educators, as it enables them to offer constructive feedback that empowers students to overcome challenges and achieve success.
Willingness to communicate (WTC) has evolved from being viewed as a stable trait to a dynamic characteristic that can vary over time In the context of second language (L2) learning, WTC refers to a learner's readiness to engage in conversation using the L2 with specific individuals in particular situations (MacIntyre et al., 1998) According to Kang (2005), WTC is a crucial predictor of language retention, as it encourages learners to actively participate as L2 speakers This active engagement is essential for language learners to enhance their knowledge and improve their proficiency in the target language.
Language learning strategies (LLS) are crucial for second language (L2) achievement, as defined by Oxford (1993) as intentional actions and techniques that enhance language skill development Research indicates that the use of learning strategies correlates with student proficiency across various subjects (Pressley & Associates, 1990), highlighting their role in fostering self-directed learning Early studies by Naiman, Frühlich, and Stern (1978), along with Rubin (1975), identified effective strategies employed by successful language learners Oxford (1993) emphasized key strategies such as seeking clarification, asking for directions, and collaborating with peers, which are essential for effective language acquisition Consequently, students who actively utilize these strategies tend to achieve better outcomes in L2 learning.
Motivation is a crucial factor for successful second language (L2) acquisition, yet there is considerable debate regarding its conceptual definition in educational literature In the context of language learning, motivation is defined as a combination of a positive attitude and the desire to achieve language learning goals (Gardner, 1985) This motivation fuels both the initial interest and the sustained effort required for the often lengthy and challenging process of acquiring a new language By fostering high enthusiasm, active participation, and a positive outlook towards learning, motivation plays a significant role in enhancing students' mastery of language skills (Pandey, 2005; Shulman).
1986) It is thus understandable that students with high motivation may achieve greater success than more intelligent students who are devoid of learning motivation (Reece & Walker, 1997)
Among various attempts to classify types of motivation, the distinction between instrumental and integrative motivations proposed by Garder and Lambert
Integrative motivation is a significant predictor of successful academic achievement, as it reflects learners' desire to connect with the L2 community Those who are integratively motivated actively seek personal growth and cultural enrichment by engaging with community members, enhancing their language learning experience.
Mandated outcome standard to CEFR-V for tertiary level
In social studies, researchers often employ both quantitative and qualitative research strategies Quantitative research focuses on quantification and theory testing, aligning with natural scientific norms and viewing social reality as an objective entity (Bryman, 2008) In contrast, qualitative research emphasizes individual interpretations and sees social reality as a dynamic construct shaped by individuals (Bryman, 2008) Each approach has unique strengths: quantitative methods enable broad comparisons and statistical analysis of data from large groups, while qualitative methods provide in-depth insights into smaller populations (Patton, 2002) This study aimed to explore the implementation of KNLNNVN at TBU, examining how minority students learn English and the factors influencing their achievement based on KNLNNVN standards Utilizing both qualitative and quantitative methods, the research employed three data collection instruments to achieve triangulation, offering a comprehensive understanding of the phenomena (Creswell, 2002; Silverman, 2000).
METHODOLOGY
Research site
The study conducted at TBU, located in Son La city and approximately 320 kilometers from Hanoi, highlights that 75% of its students belong to ethnic minorities As the only university in the mountainous North-west Region, TBU provides around 2,000 undergraduates annually across various majors, aiming to enhance the quality of human resources for national and international integration through collaboration with employers and employment centers However, the entry levels of TBU students in the annual national examination remain low, with scores reflecting the Ministry of Education and Training's benchmarks—13-15 for university and 10-12 for college levels Notably, students from ethnic minorities in remote areas face even greater challenges, with some majors allowing scores as low as 7 for college admission, while high scores of 20 or more are predominantly achieved by ethnic majority Kinh students.
Description of the subjects
This study involved first-year students (n=9) from five different majors: Physical Education (n=5), Politics (n=A), Information (n), Literature (n=G), and Primary Education (n) Participants were purposefully selected to complete a questionnaire, with these five classes being randomly chosen from the overall student population.
At the beginning of the course, the students were anticipated to have an elementary level of English proficiency, classified as level 2 on Vietnam's English proficiency scale During the first two semesters, English was a mandatory subject for all full-time students not majoring in English, with classes held two to three times a week, totaling six periods per week, each lasting 50 minutes, amounting to a total of 10 credit hours.
In this study, a focus group interview was conducted with a carefully selected sample of seven participants (3 males and 4 females), chosen based on their questionnaire responses and years of English education This qualitative research method emphasizes the perspectives of interviewees, allowing for an in-depth exploration of their experiences.
7 years of English schooling, 2 students with 3-year set and 1 student with 9-year set)
To gather complementary insights from educators, two teachers were selected for face-to-face interviews based on their teaching experience and engagement with students One teacher, with eight years of experience at TBU, taught 2-3 first-year classes each semester, while the other, with only one and a half years of experience, taught 3-4 first-year classes per semester Both teachers utilized the "New English File Elementary" textbook by Clive Oxenden and Christina Latham-Koenig for their instruction.
Data collection instruments
This study, conducted at TBU over eight months from February to November 2015, aimed to investigate the challenges faced by ethnic minority students in achieving English language proficiency Data was collected through a semi-structured questionnaire, document reviews, and focus group interviews The research utilized questionnaires, student interviews, and placement test results to assess the current state of English education for these students Additionally, a review of legal documents was performed to evaluate the application of KNLNNVN standards at TBU.
This study employs a descriptive and exploratory design, utilizing a questionnaire as the primary data collection tool The questionnaire aims to assess students' motivations, self-reported language abilities, and attitudes toward English Language Education (ELE) It consists of two main sections, A and B, containing a total of 24 items, with section A comprising 4 statements focused on specific aspects of the study.
The article outlines a comprehensive survey designed to gather personal information from participants, including their name, age, sex, and ethnicity It consists of 20 items organized into six clusters: the first two items focus on participants' educational backgrounds; the next six assess their language use; three items gauge their attitudes and motivations toward learning English; three explore their learning strategies; another three evaluate current English teaching and learning practices; one item addresses the difficulties encountered in learning English; and the final two items involve self-rating English proficiency levels and assessing the likelihood of meeting national proficiency standards through 10 can-do statements.
The questionnaire was designed in Vietnamese to ensure that respondents fully understood the questions, given that Vietnamese is the primary language of instruction at the university Prior to the main study, the questionnaire underwent a pilot test to validate its content and assess the reliability of its items.
The research utilized document review as a method to analyze key legal documents related to the KNLNNVN initiative This included the Decision 1400/QĐ-TTg, which approved the National Plan for Foreign Language Teaching and Learning in the National Education System for 2008-2020, signed by the Prime Minister on August 30, 2008 Additionally, the Plan 808/KH-GDĐT, established on August 16, 2012, outlined the National Project for higher education from 2012 to 2020 Other significant documents reviewed included Circular No.1/2014/TT-BGDĐT, issued on January 24, 2014, detailing the Six Level Framework of Foreign Language Competence for Vietnam, Circular No.05/2015/TT-BGDĐT, released in May 2015, which set English outcome standards for undergraduates, and TBU's regulations on assessing English language outcomes for full-time undergraduates These documents were instrumental in examining the implementation of KNLNNVN at TBU.
What‟s more, to measure students' levels of language competence at the time of questionnaire administration, the results of the placement test were also used
In addition to the questionnaire, this study utilized interviews with a focus group of students and two teachers to gather in-depth data that complements and validates the students' questionnaire responses Qualitative research often yields extensive unstructured textual data from interviews, which can be challenging to analyze However, focus group interviews leverage group interaction to facilitate discussions and generate a diverse range of responses, allowing for the collection of substantial data in a short timeframe, which can inform subsequent quantitative analysis The interviews comprised 10 open-ended questions aimed at exploring participants' perspectives on (1) the impact of trilingualism on their English language acquisition and performance, (2) their attitudes and motivations, and (3) the challenges they face in meeting English language outcome standards.
To complement the data gained from the questionnaire and focus group interview, individual interviews of teachers were also conducted.
Validity and reliability
In mixed-method research, the significance of validity and reliability cannot be overstated, as they are crucial to the integrity of any research project This study enhanced its validity and reliability through several strategic approaches.
To ensure the validity and reliability of the research, careful consideration was given to the research methods employed in this study The questionnaire and interviews underwent trials and subsequent revisions to confirm their appropriateness for the research context Additionally, the reliability of the placement test scores was established through a rigorous process of designing, approving, monitoring, and scoring the exams.
The diverse range of data types, accompanied by comprehensive descriptions and explanations, offers valuable insights into the research questions while effectively illustrating the research issues Additionally, tables and charts were utilized to showcase the collected data, serving as supportive and comparative tools for the quantitative analysis.
Member checking, regarded as a vital technique for establishing credibility (Lincoln & Guba, 1985), was effectively utilized in this study Participants' interview responses were returned to them for verification and any necessary adjustments This approach significantly reduced the risk of misinterpreting the participants' intended meanings.
The accuracy of the findings was ensured through triangulation and data triangulation, which involved comparing and cross-checking information gathered at different times and through various methods (Patton, 1999) This approach effectively facilitated the comparison of data from diverse sources and verified the consistency of participants' perspectives over time.
Procedures
Given the description of the questionnaire and interviews, this sub-section presents the procedures used in the administration process
Before conducting the study, a pilot questionnaire was tested with 15 students from two classes of Maths and Biology to ensure its effectiveness These students, who were not part of the actual study, provided honest feedback under the assurance that their responses would not impact their academic performance Based on the pilot study results, revisions were made until the questionnaire was refined, leading to the preparation of a final draft for the main study.
In late September 2015, a researcher administered a questionnaire to first-semester students at TBU, ensuring objectivity by having teachers who were unfamiliar to the students distribute it Before participation, students were informed about the research's objectives and significance, emphasizing their voluntary involvement and the importance of providing honest responses without affecting their academic results They were encouraged to ask for clarifications and to review their answers for completeness before submitting the questionnaire, which took approximately 20 minutes to complete.
In early October, a focus group of seven students participated in interviews following a questionnaire Prior to the interviews, interview guides were developed, and participants were briefed on the aims and procedures to ensure clarity To promote honest responses, participants were assured of complete confidentiality regarding their answers The interviews were conducted in standard Vietnamese to facilitate open communication During the process, questions were occasionally rephrased or reordered based on the flow of conversation, and new questions emerged from participants' responses, yielding valuable insights Some questions were omitted if deemed unsuitable for certain participants The researcher actively repeated participants' responses for clarification and accuracy The interviews resembled casual conversations, were held outside of class hours, audio-recorded, and lasted approximately 25 minutes To mitigate any concerns about the audio recorder affecting participants' contributions, assurances were given that the data would be used solely for research purposes, with ethical considerations prioritized.
In mid-October 2015, two teachers participated in individual interviews following a questionnaire and focus group interview Prior to the interviews, essential information, including anticipated questions and interview objectives, was shared The interviews resembled informal conversations, allowing for the exchange of experiences and attitudes, with note-taking supplementing audio recordings to capture non-verbal cues and mitigate recording issues After transcription, the interviewees reviewed the transcripts for accuracy and requested adjustments before the content was translated into English Finally, the verbal data underwent qualitative analysis, with segments coded to align with predefined categories.
Over the past three years, all freshmen at TBU have been required to take an optional placement test at the start of the academic year to assess their English language proficiency and categorize them into different skill levels The results from the placement test conducted in mid-September of the 2015-2016 academic year were analyzed to understand the students' initial English proficiency levels and to predict their future language outcomes.
Data analysis
The current study utilized both quantitative and qualitative data, with quantitative data derived from questionnaires and placement test results analyzed using the Statistical Package for Social Sciences (SPSS) to determine percentages and means In contrast, qualitative data were examined through content analysis, which involved coding, filing, and categorizing responses Initially, relevant legal documents and interviewee responses were translated into English and transcribed, followed by a thematic analysis aligned with the study's objectives To enhance the findings, evidence for identified themes was integrated with insights from document reviews, student questionnaires, and audio recordings from focus group and individual interviews.
RESULTS
Background information of the questionnaire participants
This section analyzes the pre-university educational backgrounds of respondents based on demographic data collected through a questionnaire Key demographic factors include gender, age, ethnicity, secondary education location, English program year-set, Vietnamese proficiency level, and home language A total of 159 participants, consisting of 85 females and 74 males, completed the questionnaire, achieving a 100% response rate.
The gender distribution among participants is relatively balanced, comprising 53.5% females and 46.5% males, all aged between 18 and 21 years (mean age 19.47, SD=1.03), representing 10 different ethnic minorities For further information on the ages and ethnic backgrounds of the student participants, please refer to Table 4.1.
Table 4.1: Student age and ethnicity
Thai H‟mong Dao Muong Others Total
According to ethnicity statistics, the ethnic Thai represented the largest group, accounting for 65.4% of respondents, followed by H'mong at 20.2% Additionally, 5.7% identified as Dao, 5.1% as Muong, and 3.6% as other ethnicities, including Nung, Khang, Kho Mu, Ha Nhi, Tay, and Laos.
The details of places of students‟ secondary education, English year-set program and Vietnamese proficiency levels are presented in the following charts
Chart 4.1: Place of students‟ secondary education
City Townlet Rural area Remote area
Chart 4.1 illustrates that all sampled individuals received their early English education locally, primarily from rural and remote areas in four provinces of the North-west Region—Lai Chau, Dien Bien, Son La, and Hoa Binh—along with some neighboring provinces such as Yen Bai, Bac Kan, and Lao Cai Notably, only 5% of the participants hailed from urban centers within the region This indicates that, despite some residing in cities, all originated from remote, mountainous minority communities where access to English education was severely limited and often deemed unattainable.
Chart 4.2: Student English year-set program
A significant majority of participants (83%) had completed a 7-year English education before enrolling in university, while 12% had a 3-year background, and only 5% had 9 years or more These figures suggest that most participants entered their tertiary training program with a solid foundational knowledge of the English language.
The figures of students‟ Vietnamese proficiency levels are presented in the Chart 4.3
Chart 4.3: Student Vietnamese proficiency level
A self-assessment of Vietnamese language proficiency among students revealed that over 68% believed they understood 50-70% of the language, while 22.6% felt fluent, comprehending more than 70% Only 8.8% rated their proficiency at a medium level of 40-50%, and notably, no participants reported low proficiency levels below 40% This indicates that, despite Vietnamese being a second language, all students are at least at an intermediate level, which is advantageous for using Vietnamese as the medium of English Language Education (ELE).
Table 4.2 presents the responses regarding the languages spoken by minority students at home To streamline the data analysis, responses were categorized and assigned numerical values: (1) always, (2) usually, and (3) sometimes, allowing for the calculation of mean and standard deviation.
Table 4.2: Results of student‟ evaluation of language use at home
The data indicates that ethnic languages are predominantly spoken in the homes of most students (n=9), while only a small number of families (n=7) occasionally use these languages in communication (mean=1.2327, SD=0.5179) Vietnamese is sometimes used alongside native languages in some families (n=4), but in a few homes (n=7), it is the primary language (mean=2.7861, SD=0.5553) The findings suggest that for some families, Vietnamese and ethnic languages are used interchangeably In contrast, English (L3) is rarely spoken at home (mean=1.2327, SD=0.1117), likely due to a lack of connection between English learning and daily language use, making it unfamiliar to their communities Demographic data reveals that most participants come from disadvantaged regions where, despite English being widely taught, L1 and L2 dominate daily communication among ethnic minorities, resulting in minimal use and visibility of English outside the classroom.
4.2 The implementation of KNLNNVN at TBU
To understand the implementation of KNLNNVN at TBU, an analysis of key legal documents, including Decision 1400/QĐ-TTg, Circular 808/KH-GDĐT, and related regulations, was conducted In the 2013-2014 school year, TBU initiated a renovation of general English education, focusing primarily on curriculum and textbook enhancements.
The curriculum for English includes ten compulsory credits, totaling 125 hours, and five optional credits among 150 available modules, amounting to a total of 208.3 hours of English education The compulsory modules, English 1 and English 2, are offered in the first two semesters, while the optional module is available in the supplementary semester, typically during the summer However, in the past two years, only a small fraction of approximately 2,000 freshmen have enrolled in this supplementary semester Additionally, in 2013, TBU introduced a trial supplementary English semester for 30 students from the Faculty of Economics who achieved grades A, B, or C in English 1 and 2.
The textbook New Headway 2 (Pre-intermediate) has been replaced by New English File (Elementary) for several key reasons This professionally published resource effectively addresses all essential language skills, including speaking, listening, reading, and writing, as well as language knowledge encompassing pronunciation, vocabulary, and grammar Additionally, it has been assessed as suitable for TBU students' English proficiency levels The textbook is structured into two parts: Part 1 contains the first four units, while Part 2 includes the final five units, and it is utilized over two semesters, designated as English 1 and English 2.
According to Plan 808/BGDĐT, all undergraduates must possess a strong understanding of the English language and effective communication skills in basic situations Since the 2013-2014 academic year, TBU freshmen are required to take placement tests assessing their Listening, Reading, and Writing abilities to be assigned to appropriate class levels These tests are based on internationally recognized assessments, such as the Key English Test (KET) and the Cambridge Preliminary English Test of Schools (PET), provided by the University of Cambridge However, as of November 2015, no level-based classes have been established due to poor student performance, resulting in English lessons being integrated into major classes Additionally, TBU has not implemented any undergraduate outcome assessments, meaning students only need to pass English 1 and English 2 to graduate.
In May 2015, Circular No 05/2015/TT-BGDĐT established English outcome standards for undergraduates, mandating all universities and colleges in Vietnam to implement these standards To comply, TBU has developed a plan for standardization from 2016 to 2020, beginning with the 56th course of students starting their undergraduate programs in the 2015-2016 academic year The inaugural outcome test is scheduled for summer 2016, assessing all four language skills, with a score of 70 out of 100 required to meet the standards Additionally, students scoring A1 and A2 on placement tests will be exempt from English 1 and English 2, with their test scores factored into their final subject results.
Diagram 4.1: TBU‟s itinerary to achieve the standardization phase 2016-2020
To meet educational targets, adjustments will be made to the textbooks for the 2016-2017 school year, specifically using New English File Elementary in the first semester (English 1) and New English File Pre-intermediate in the second semester (English 2) Students who successfully complete both English 1 and English 2 will be eligible to take the outcome tests, while those who do not meet the outcome standards must independently find ways to fulfill the graduation requirements.
To achieve desired outcomes, students must be provided with essential information to enhance their awareness and guide their learning activities However, the concept of outcome standards remains unfamiliar and vague for many students, indicating a need for better understanding and communication.
Current situation of English language learning of ethnic minority
This section outlines the findings from document analysis, questionnaires, interviews, and observations, organized into five key categories that illustrate the current state of English language learning among minority students at TBU.
4.3.1 Minority students’ English proficiency levels Document analysis
To explore the English language learning experiences of minority students at TBU, a placement test was utilized to assess their language competence This standardized PET test, equivalent to the B1 level, focused on Listening, Reading, and Writing skills and was developed by a team of six English teachers at TBU, receiving approval from the technical board The test was administered to all 1,329 freshmen at the start of the 2015-2016 academic year, with 136 students (9.7%) absent The results from the participating students are detailed in Table 4.3.
Table 4.3: Students‟ English placement test scores
Scores Level equal to KNLNNVN N % Mean SD
Minority students demonstrated significantly low performance, with 73% scoring between 10-19 out of 100, followed by 18.2% scoring 20-29, and 6.9% scoring 0-9 Alarmingly, no participants achieved scores of 40 or higher Consequently, the overall entry level for these students was classified as A0 to KNLNNVN, indicating that they were nearly functionally illiterate in English.
The subjects‟ scores were coincidently representatives for those of almost all freshmen who took the placement test, particularly 79 out of 1193 (6.6%) got scores 0-9, 845 got 10-19 (70.8%), 203 got 20-29 (17%) and 53 got 30-47 (4.4%)
The questionnaire revealed that respondents exhibited low English proficiency, as none felt qualified to complete it in English, expressing greater confidence in using Vietnamese instead.
In the questionnaire, participants evaluated their English language proficiency using a five-point scale ranging from (1) very weak to (5) good The findings are presented in Table 4.4.
Table 4.4: Students‟ self-assessment of English language competence
How do you self-rate your English language competence? 49 80 30 0 0 1.8805 6968
The respondents self-rated their English proficiency as very weak (n=1), weak (n), and not good (n=0), with none indicating they were sufficient or good at English (n=0) The mean score was 1.8805, with a standard deviation of 0.6968, indicating that the overall English competence of the respondents is low, which aligns with the results of the placement test.
To validate the findings from tests and questionnaires, interviews with teachers were conducted The interviewed educators indicated that TBU students, particularly those from minority backgrounds, exhibit significantly low levels of English language proficiency Hien, one of the teachers, emphasized this concern.
Many of my students, despite having studied English since primary school, lack fundamental knowledge of the language In class, I find myself teaching essential grammar and vocabulary, starting from the very basics, such as the definition of a noun.
Sharing similar evaluation, An also said that:
Many minority students in my class struggle with basic English communication skills, often unable to construct even simple sentences for self-introduction For instance, instead of saying "I am An," they frequently say "I am is…," indicating a significant gap in their understanding of the language.
In conclusion, despite years of academic exposure to English during secondary education, minority students often exhibit significant challenges in English literacy, resulting in educational outcomes that fall short of the expectations outlined in Plan 808/KH-BGDĐT (A2 to KNLNNVN).
4.3.2 Minority students’ attitudes towards English language learning
This study highlights the significant role of language attitudes among minority students in understanding their English language acquisition at TBU By examining these attitudes, we gain valuable insights into how ethnic minority students engage with and learn the language.
The questionnaire highlights respondents' attitudes towards English Language Education (ELE), beginning with inquiries about their language preferences for both personal and professional contexts The findings are illustrated in Chart 4.4.
Chart 4.4: Students‟ preferences of language use in life and future job
Language use in life Language use in future job
Ethnic minority languages Vietnamese English
According to Chart 4.4, only 0.6% of respondents preferred English as their daily spoken language, while 71.1% favored ethnic languages and 28.3% chose Vietnamese In terms of future job language preferences, a significant 88.1% of students preferred Vietnamese over English, which had no supporters Despite their ethnic languages being their mother tongues, only 11.9% expressed a desire to use these languages in their careers This indicates a strong preference for ethnic languages in daily life and Vietnamese in professional settings, likely due to their familiarity and comfort with these languages since childhood Conversely, only one participant out of 159 wanted to use English in daily life, and none wished to use it in their future jobs This may be attributed to their limited exposure to English-speaking communities and challenges in learning the language, leading to a lack of interest in English.
Students' attitudes toward the social value of the English language were assessed by asking them to rate its importance for their future careers on a five-point scale, ranging from "not important" to "very important." The responses were then aggregated to calculate each student's overall attitude score regarding the significance of English in their professional lives.
Table 4.5: Students‟ results regarding the importance of English in future job
In your opinion, what is the role of English in your future job? 57 40 27 33 2 2.2642 1.1877
Table 4.5 reveals that minority students have a mean attitude score of 2.2642, with a standard deviation of 1.1877 Notably, 35.9% of the surveyed students (57 respondents) do not view English as important for their future, while 64.1% (102 students) recognize its significance for their future careers, despite residing in remote areas with limited exposure to the language.
Most importantly, participants were asked to indicate their concerns with learning English
Table 4.6: Students‟ results regarding their attitudes towards English learning
Questionnaire item Like Dislike Don’t know
Do you like learning English? 40 25.2 107 67.3 12 7.5
Challenges faced by minority students in achieving the outcome standard
This study explores the challenges encountered by TBU minority students in reaching the B1 level in English proficiency, acknowledging that not all factors can be thoroughly examined due to time constraints While some difficulties were discussed in section 4.3, this section highlights additional challenges faced by these students in their pursuit of English language outcomes.
Minority students face significant challenges in English achievement due to the complexities of learning three languages: their native language, Vietnamese, and English This situation often leads to confusion, particularly for those who struggle with Vietnamese, as it is used as the medium of instruction To explore the impact of learning three languages on the English proficiency of TBU minority students, this study utilizes both questionnaires and interviews.
In terms of L2 influence on L3 acquisition, questionnaire participants were asked to first evaluate the the effect of Vietnamese proficiency on English language learning, and then give an explanation
Table 4.11: Students‟ evaluation on the effect of Vietnamese proficiency on English
Does Vietnamese proficiency affect your English language learning? How? 123 77.4 36 22.6
A significant 77.4% of students reported that their proficiency in Vietnamese impacts their English learning by influencing their thought processes and causing confusion due to the transfer of knowledge between languages This often leads to misunderstandings, as many students noted that English words are pronounced in a Vietnamese manner, and English sentence structures follow Vietnamese patterns Surprisingly, 22.6% of students felt that their Vietnamese skills did not hinder their English learning Notably, these students confidently self-rated their Vietnamese proficiency as fluent, understanding over 70% of the language, distinguishing them from their peers who faced challenges.
123 students as at intermediate level (less than 70%)
Students were further asked about their preference in teachers‟ in-class language use The collected data are shown in Table 4.12
Table 4.12: Students‟ preference in teachers‟ in-class language use
In a survey regarding preferred languages for English instruction, 42.1% of respondents favored Vietnamese, while 28.3% preferred their ethnic language Additionally, 12.6% opted for a combination of both English and Vietnamese, and 0.6% chose both English and their ethnic language Notably, 16.4% expressed a desire for instruction in all three languages.
The survey revealed that respondents showed no inclination to use English exclusively in the classroom, with 0% preferring it over the national language (42.1%) or their ethnic language (28.3%) A notable 16.4% expressed a desire to use all three languages Many students favored their mother tongue for better support during the learning process Interestingly, minority students at TBU, who rarely used Vietnamese at home, preferred their teachers to use Vietnamese when teaching English This indicates that the use of English in class may be ineffective due to students' low proficiency and lack of interest.
In line with the questionnaire results, the interview findings show that the students‟ English acquisition and performance had negatively affected by the trilingualism as one student pointed out:
“In English learning process, I usually have to translate into Vietnamese first and then my Thai language When I have the answer, I translate it into Vietnamese again and then
English But sometimes, there are some Vietnamese words that I don‟t really understand;
I don‟t know what they mean in my Thai language.”
In addition, the differences in the language structures, pronunciations, rules, and grammar usually made some of them confused:
“The sentence structures in English are not similar to either Dao language or Vietnamese, so I am usually stuck in between.”
“English sentence order is different from both my Thai language and Vietnamese so I feel confused when learning English.”
“English pronunciation is very difficult for me and my peers My teacher repeats again and again but we cannot pronoun correctly I don‟t know why?”
In responding about their preference of language use in classroom, one student said:
“I wish teacher of English could speak my H‟mong language because sometimes I cannot fully understand what she says in Vietnamese, especially when she explains grammar rules.”
Another student gave her consent:
“Yes It would be easier for both of us if teacher of English can speak our ethnic language.”
Our teacher is unable to communicate in Thai or H'mong, only speaking Vietnamese or English We prefer Vietnamese since we are more familiar with it, while English feels challenging and impractical for us.
Both teachers interviewed highlighted that minority students primarily struggle with their limited proficiency in Vietnamese, as their native language and personal expression are deeply ingrained in them They also elaborated on how trilingualism complicates the students' process of learning English.
Many minority students have a limited vocabulary in Vietnamese, making it challenging to teach them English through their native language As a result, I often find myself repeating grammar lessons, yet some students still struggle to grasp the concepts In those moments, I wish I could communicate in their native language for better understanding.
Understanding English can be challenging for Vietnamese speakers due to their limited perception and comprehension of their native language Unlike English, which has distinct tenses, Vietnamese does not categorize verbs into simple, future, or present tenses, leading to the use of a single verb form for all time frames.
Hien-L.T additionally shared about one of her experiences:
Many minority students struggle to understand Vietnamese, which hampers their comprehension of lessons For instance, during a recent class on the present simple tense's interrogative form, two female students wrote, "What do you read newspaper?" When asked to translate their sentence into Vietnamese, they were unable to do so I guided them by translating the words and instructing them to rearrange them into "cái gì/ bạn/ đọc/ báo." Despite their attempts, they kept saying, "bạn đọc gì ở báo?" and could not explain their sentence Other classmates also failed to identify the error After repeated explanations, I ultimately provided the correct form, "bạn đọc báo gì?" Yet, some students still viewed me with suspicion.
As regards their second language - Vietnamese, their pronunciation in Vietnamese is much different from that of English and its interference is noticeable
Minority students often face challenges with English pronunciation, frequently articulating words using Vietnamese phonetics For instance, the word "cinema" is commonly pronounced as /si-ne-ma/ instead of the correct /si-ni-mə/.
In Vietnam, minority students face significant challenges in learning English due to their reliance on Vietnamese as the medium of instruction A strong understanding of Vietnamese is crucial for mastering English; however, limited proficiency in Vietnamese often hinders their language acquisition, leading to confusion At TBU, where many minority students struggle with advanced Vietnamese, the process of learning English becomes particularly complex Students often find themselves navigating a challenging cycle of translating English to Vietnamese, then to their native language, and back again, complicating their learning experience.
However, to some of them, Vietnamese is not their obstacle in learning English An acceptable explanation to this might be that they who fluent in
Many Vietnamese individuals use Vietnamese as their primary language, often alternating between it and their native languages These students possess a strong proficiency in Vietnamese and have a deep understanding of Vietnamese culture For some, even if they seldom use their mother tongue, Vietnamese is regarded as their first language (L1).
4.4.2 Attitudes to the achievement of outcome standard to KNLNNVN
To successfully reach B1 level on the KNLNNVN, it's essential to consider minority students' language attitudes and their perceptions of English proficiency Positive attitudes towards learning English are linked to higher academic success, while negative attitudes can hinder their English language education (ELE).
In the questionnaire, participants were asked to self-rate their possibilities of achieving outcome standard in various aspects of language The results are reported in Table 4.13
Table 4.13: B1 level to KNLNNVN: respondents‟ self-assessment grid
Lis teni ng sk il l a Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc
0 6 41 98 14 3.75 66 b Can understand the main points of radio-and-telecast about news or my favorite topics when the speed is rather slow and clear
Speaki ng sk il l c Can deal with familiar topics relating to personal hobbies, life or daily news without preparation (i.e family, hobbies, travelling, surrounding events)
0 2 40 104 13 3.8 59 d Can produce simple connected text on a story, an event, a dream or an ambition
0 3 36 103 17 3.84 62 e Can give brief explanation or reasons for my opinions or plans 0 4 41 102 12 3.76 61
Reading skills include the ability to retell a simple story from a book or movie, incorporating personal opinions Additionally, one can grasp the main ideas of clear, standard texts related to familiar topics often encountered in work and learning environments.
Wr it ing sk il l h Can understand events, feelings, wishes expressed in personal letters 0 1 97 41 20 3.50 71 i Can produce simple cohesive writings about familiar matters or personal concerns
0 5 38 105 11 3.76 61 j Can write letters describing personal experiences or feelings 0 4 88 53 14 3.48 69
CONCLUSIONS
Conclusions
This exploratory study aimed to examine the implementation of KNLNNVN at TBU, the English language learning experiences of minority students, and the factors influencing their achievement standards Since the academic year 2015-2016, TBU has officially adopted the KNLNNVN standards, following a two-year preparation phase that included significant curriculum and textbook adjustments It is crucial to address the changes in teaching and assessment methods to align with the Ministry of Education and Training (MOET) and Project 2020's outcome standards Although this implementation is in its early stages, it presents a challenging yet promising opportunity, particularly for ethnic minority students who face various obstacles.
A significant challenge faced by minority group students in achieving proficiency in English is the tri-language barrier, which often leads to confusion and misunderstanding Many of these students struggle with insufficient background knowledge in Vietnamese, their second language and medium of instruction, resulting in ineffective English learning experiences.
In a mountainous semi-rural university, where Vietnamese is the primary language and English is a third language, students at TBU face challenges due to their limited English proficiency This inadequacy does not align with the expectations set by MOET and Project 2020 Achieving the target outcome of B1 from an A0 level requires significant effort and determination from these minority students.
Negative attitudes and lack of motivation significantly hinder English learning and achievement Pessimism, anxiety, lack of confidence, and reluctance to communicate are key demotivating factors that adversely affect students' performance in English.
Minority students often exhibit passivity in their learning, as evidenced by their limited and infrequent use of diverse study methods and minimal self-study time This dependency on English teachers and textbooks, which serve as their primary learning resources, contributes to their low proficiency in the language.
Teachers' behaviors significantly influence students' negative attitudes and underperformance Traditional teaching methods are increasingly seen as suitable only for minority students with limited English proficiency.
The current curriculum and textbooks pose significant challenges for minority students, many of whom struggle with English literacy and have limited exposure to Western cultures The use of advanced textbooks for higher-level students is likely to exacerbate these difficulties Additionally, despite the heavy emphasis on English in the overall curriculum, the formal education time allocated for minority students at TBU is insufficient to help them improve their English proficiency by three levels, given their low starting point.
Recent findings at TBU raise significant concerns about the achievement of outcome standards for minority students in English language education This study highlights the challenges faced by ethnic minority university students in the region, emphasizing that educational outcomes vary among different groups It aims to provide insights into the current state of English language education at TBU and offers recommendations to address these disparities effectively.
Limitations of the study
It is undeniable that there are some limitations to the current study which should be covered for relevant research in the future
The present study initially focused on freshmen from the academic year 2014-2015, who had completed one semester of English and taken an achievement test However, adjustments in outcome standards in June 2015 rendered these participants ineligible, necessitating a new selection Due to time constraints, the researcher was unable to collect participants' English achievement test results for comparison with baseline data from the placement test, which would have helped identify trends in students' English language achievement This limitation affected the evaluation of the current curriculum, textbook, and teaching methods, leading to potential inaccuracies in assessing the effectiveness of the English program.
The study's participants were all freshmen, and since English is not formally taught in the second, third, and fourth years of tertiary education, this may lead to fluctuations in language proficiency during this period Therefore, caution should be exercised when generalizing the findings To ensure the study's validity, the researcher initially planned to have students complete the same questionnaire twice, with a month between sessions However, due to changes in student selection and time constraints, a different group of students was randomly chosen to complete a pilot questionnaire instead.
Implications
This study focuses on the language education of minority students and offers valuable insights for educators, policymakers, and managers involved in National Project 2020 or MOET The findings serve as a foundational resource for developing pedagogical strategies aimed at enhancing the educational outcomes of minority students.
Managers, policymakers, and educators must urgently address the challenges posed by the tri-language barrier, limited backgrounds, and low economic status that many students encounter By understanding these issues, they can develop effective and practical policies, decisions, and requirements to support these learners.
At macro level, policy makers of MOET and Management Board of Project
In 2020, it is essential to adopt a realistic perspective and focus on the voices of students, adjusting expectations for ethnic minority students' outcomes to align with their actual English proficiency levels Specifically, achieving a B1 level is viewed as unrealistic and unattainable for minority students in the North-west Region.
To enhance accessibility and effectiveness for students from diverse backgrounds, regions, and contexts, it is essential to adjust and upgrade the existing framework.
Kris (1997) emphasizes the importance of teacher educators reflecting on their program designs for minority students English instructors, curriculum developers, and syllabus designers at TBU should prioritize selecting or creating materials that are engaging and relevant to local students' experiences, such as topics related to farming and agriculture, rather than distant tourist attractions Additionally, the current allocation of time for English language courses may be insufficient for students to achieve proficiency; therefore, increasing the duration and number of supplementary courses is essential for more frequent exposure to the language Furthermore, it is crucial for management to provide students with clear information regarding outcome standards to help guide their learning objectives.
To enhance student success in English, teachers should adjust their behaviors to alleviate students' nervousness and foster positive attitudes towards learning Rather than imposing high expectations, teachers should empathize with students' varying levels of English proficiency and celebrate even small improvements to build their confidence Additionally, addressing the disconnect between teaching methods and assessment standards is crucial; both educators and test designers should strive for a balanced approach that integrates all four language skills Implementing a performance-based strategy with clear checklists can lead to more effective English courses and lasting positive changes in students' learning experiences.
In KNLNNVN, the "I can" descriptors should guide all educational activities, emphasizing the need for innovative teaching methods that engage students and enhance their English learning experience Teachers play a crucial role in creating a fun, safe, and supportive environment where students feel comfortable taking risks, expressing their understanding, and participating in both individual and group activities, ultimately fostering positive attitudes towards learning English.
Further research suggestions
Future research should address the limitations of the current study by incorporating achievement test results alongside placement test outcomes to assess the effectiveness of the existing English program and to gauge the potential of minority students' English language achievement Additionally, it is important to explore the impact of outcome standards on students' English language learning processes and overall achievement Furthermore, investigating the extent to which ethnic Kinh teachers understand minority students will provide valuable insights for future studies.
Such research may provide a fuller understanding about minority students‟ education in Vietnam, thus, appropriate actions can be hopefully implemented to promote minority students‟ English educational success
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Phiếu khảo sát này nhằm thu thập thông tin quan trọng để cải thiện chất lượng đào tạo tiếng Anh tại trường ĐH Tây Bắc, đảm bảo đạt chuẩn đầu ra Sinh viên vui lòng cung cấp thông tin một cách khách quan và đầy đủ về chương trình tiếng Anh mà mình đang theo học Tất cả thông tin sẽ được bảo mật và sử dụng theo đúng tiêu chí đạo đức trong nghiên cứu.
5 Nơi em tốt nghiệp phổ thông trung học Thành phố Thị trấn, thị xã
Nông thôn Vùng sâu, vùng xa
6 Ở phổ thông, em được học tiếng Anh theo:
Hệ 3 năm Hệ 7 năm Hệ 9 năm Hệ chuyên
7 Theo em, mức độ hiểu tiếng Việt của em là a 0 - 40% b 40 - 50% c 50 - 70% d > 70%
8 Khả năng sử dụng tiếng Việt có ảnh hưởng đến việc học tiếng Anh của em không? Ảnh hưởng như thế nào? ……….………
9 Mức độ sử dụng tiếng dân tộc, tiếng Việt và tiếng Anh tại gia đình em như thế nào?
Thỉnh thoảng Hiếm khi Không bao giờ Tiếng dân tộc
10 Ngôn ngữ mà em thích sử dụng nhất trong cuộc sống hàng ngày là a Tiếng dân tộc b Tiếng Việt c Tiếng Anh
11 Ngôn ngữ mà em thích sử dụng nhất trong công việc sau này là a Tiếng dân tộc b Tiếng Việt c Tiếng Anh
12 Theo em, vai trò của tiếng Anh trong công việc của em sau này là a Không quan trọng b Ít quan trọng c Khá quan trọng d Quan trọng e Rất quan trọng
13 Em có thích học tiếng Anh không? a Thích b Không thích c Không rõ
14 Lý do em học tiếng Anh chủ yếu là (có thể lựa chọn nhiều đáp án) a Vì tiếng Anh là môn học yêu thích b Để dễ kiếm được một việc làm tốt sau khi tốt nghiệp c Để có cơ hội làm việc với người nước ngoài d Để có cơ hội học tập ở nước ngoài e Để mở rộng hiểu biết về các đất nước và nền văn hóa khác nhau trên thế giới f Để tham gia hội nhập khu vực và quốc tế g Để có thể tìm hiểu kiến thức ở các lĩnh vực khác h Theo định hướng của gia đình i Vì tiếng Anh là môn học bắt buộc j Để thi k Khác:
15 Ngoài thời gian học tập trên lớp, mỗi tuần, em dành bao nhiêu thời gian để học tiếng Anh? a 0-1h b 2-3h c 4-5h d >5h