INTRODUCTION
Rationale
In the context of foreign language learning, several factors significantly influence the process, including motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, and personality traits (Shams, M., 2008) Among these, a learner's attitude is recognized as a crucial element that profoundly affects language acquisition (Fakeye, D., 2010).
Attitudes toward learning significantly influence behaviors such as book selection and foreign language speaking In education, students with a positive attitude toward a subject are more likely to excel in that area The interaction between language learning and the environmental factors in which students are raised plays a crucial role Both positive and negative attitudes profoundly affect language learning success An individual's attitude is shaped by their beliefs about the outcomes of their actions, with positive beliefs leading to a favorable attitude and negative beliefs resulting in a negative attitude.
Attitude plays a crucial role in language performance and has garnered significant attention from researchers in both first and second language acquisition Students' attitudes toward language learning are vital as they influence behaviors such as book selection and speaking in a foreign language It is widely accepted that learners' attitudes determine their ability to absorb language details, indicating that success in acquiring a target language depends not only on intellectual capabilities but also on the learners' mindset Therefore, language learning should be viewed primarily as a social and psychological phenomenon rather than solely an academic pursuit.
According to Brown (1994), attitudes are formed early in childhood through the influence of parents, peers, and diverse interactions, which significantly impacts cognitive and emotional development This understanding has inspired my research on "Students’ attitudes towards English as a compulsory subject at an upper secondary school," highlighting the importance of these attitudes in the educational experience.
After over a decade of teaching English at the secondary school level, I have observed that students often exhibit negative attitudes towards the language and its learning process This lack of enthusiasm results in demotivation and subpar language proficiency, with many students viewing English merely as a requirement to fulfill the curriculum By gaining insight into their feelings and attitudes, teachers can create engaging activities that foster motivation and enhance language achievement This understanding is the primary motivation behind my study.
Research question
This study aims to review existing literature on the correlation between high school students' attitudes and their outcomes in English studies The primary focus is to explore how students' perceptions and feelings towards the subject influence their academic performance.
(1) What are the attitudes of Vietnamese high school students towards English learning?
(2) What are the attitudes of Vietnamese high school students towards English as a compulsory subject at schools?
Research method
This study utilized a quantitative approach, employing an adapted questionnaire as the primary measurement tool Participants were asked to respond honestly to all items, reflecting their perceptions of attitudes toward learning the English language, considering emotional, cognitive factors, and gender differences.
Scope of the study
The study involved 180 high school students from Quang Ninh province, comprising 94 males (52.2%) and 86 females (47.8%) Participants included 58 students from grade 10 (32.2%), 68 from grade 11 (37.8%), and 54 from grade 12 (30%) This diverse selection of students across different grades and genders aimed to capture a range of attitudes towards learning English, reflecting various experiences and time spent studying the language.
For the qualitative research, 12 students from the participants are selected for interviews; for each grade, two boys and two girls are selected.
Significance of the study
This study offers valuable insights into the attitudes of high school EFL learners towards the English language, as well as their perspectives on English education policies and their motivations for learning English It is particularly relevant for researchers examining demographic variables among L2 learners and contributes to the understanding of English learning and teaching practices Additionally, this research enhances the existing literature on language attitudes and the EFL context, making it a significant addition to the ongoing discourse surrounding the spread of English globally.
Understanding students' feelings, needs, and behaviors enables English language teachers to tailor activities that foster positive attitudes toward learning Additionally, curriculum designers should assess and adapt the curriculum's content and structure to align with the interests and requirements of high school students in Vietnam.
Structure of the thesis
Chapter I INTRODUCTION Chapter II: LITERATURE REVIEW Chapter III: METHODOLOGY Chapter IV: FINDINGS AND DISCUSSION Chapter V: CONCLUSION
This section summarizes the thesis findings, highlights the research limitations, and offers suggestions for future studies.
LITERATURE REVIEW
Definition
Attitudes towards language learning have been defined differently by differentscholars The Longman Dictionary of Applied Linguistics and Language Teaching (2002: 297) defines language attitudes as follows:
Language attitudes reflect how speakers perceive their own language and those of others, influenced by factors such as linguistic complexity, learning difficulty, and social status These attitudes can reveal feelings toward the speakers of a language and significantly impact second or foreign language learning Understanding and measuring language attitudes is essential for enhancing language teaching and learning effectiveness.
Attitudes are internal states that significantly affect personal decision-making, such as an individual's choice to recycle based on their environmental beliefs Similarly, a student's perspective on information shapes the resources they select for their studies It is crucial for students to recognize the importance of choosing reliable and authoritative resources to enhance their learning and research quality.
Attitude significantly impacts how individuals respond to tasks, reflecting their mental processes during performance Learners exhibit either a positive attitude, characterized by enthusiasm and interest in the task, or a negative attitude, stemming from reluctance or lack of interest These attitudes are further shaped by the learner's cultural background and personal experiences.
Attitudes are inferred from consistent behaviors rather than being directly observed A person with a positive attitude towards a language is likely to engage in favorable behaviors related to it This perspective suggests that attitudes towards a language serve as a construct that clarifies linguistic behavior, as they can be either positive or negative Ultimately, these attitudes significantly influence our actions and how we engage in various activities using the target language.
Understanding learners' attitudes towards their required studies is crucial for teachers and educators This insight enables the development of effective guides and necessary adjustments to educational programs, ultimately enhancing the achievement of language learning goals.
Attitudes, as defined by Eagly and Chaiken (1993), are psychological tendencies reflected in the evaluation of entities with favor or disfavor In this study, attitudes are operationally defined as students' perceptions, beliefs, and experiences regarding learning English as a second language This mental process significantly influences how learners respond to tasks, manifesting as either positive engagement when interested or negative reactions when uninterested or compelled Additionally, these attitudes are shaped by the learners' cultural backgrounds and experiences.
Cognitive perspectives on attitudes highlight that they encompass both cognitive and affective elements, influencing how individuals approach language learning, which involves cultural exposure and mastering a second language (Brown, 2000) Attitudes develop early and are shaped by various factors, including parental influence, peer interactions, and exposure to diverse cultures, ultimately forming one's self-perception and cultural understanding Negative attitudes, often rooted in stereotypes and limited cultural contact, can hinder language acquisition, while positive attitudes enhance learning success Brown (2000) notes that studies indicate positive attitudes towards oneself and both native and target language groups lead to improved proficiency Success reinforces positive attitudes, whereas negative experiences can exacerbate negative perceptions Therefore, effective language teaching strategies can help modify attitudes, fostering a more positive outlook towards learning a new language.
The learning process is fundamentally emotional, as noted by Feng and Chen (2009), who emphasize that various emotional factors significantly influence both teachers and students during their interactions Attitudes play a crucial role in enabling learners to express their preferences regarding objects and situations around them Research by Choy and Troudi (2006) supports the idea that the emotions and inner feelings of foreign language learners greatly impact their perspectives and attitudes towards the target language.
Numerous studies on language attitudes indicate a significant correlation between attitude and achievement, highlighting that a positive attitude can enhance language performance Researchers like Fakeye (2010), Reid (2003), and Visser (2008) emphasize that attitude plays a crucial role in influencing language proficiency.
According to Padwick (2010, as cited in Abidin et al., 2012), language learning is significantly influenced by learners' motivation and attitude towards acquiring the target language, in addition to intellectual factors For instance, research by Mamun et al highlights the importance of these motivational aspects in the language learning process.
A study conducted in 2012 at Khulna University examined the attitudes of 79 undergraduate students from the Life Science School towards the English language, revealing a generally positive outlook attributed to their instrumental motivation Similarly, Gửmleksiz (2010) explored the attitudes of 1,275 students at Frat University in Turkey, focusing on the influence of gender, grade level, and department The findings indicated significant differences in attitudes based on these variables, with female students demonstrating more positive attitudes in areas such as interest and usefulness, sophomores showing greater positivity than freshmen, and variations in attitudes across different departments.
In 2011, Ghazvini and Khajehpour conducted a study examining the attitudes and motivations of Iranian students towards learning English, involving 123 participants from two high schools The findings revealed that female students exhibited a more positive motivation for learning English, while male students demonstrated a stronger instrumental motivation.
According to Gardner (1985), attitudes play a crucial role in motivation, which encompasses the effort and desire to learn a language, along with a positive outlook towards the learning process Deci and Ryan (1985) categorize motivation into intrinsic and extrinsic types; intrinsic motivation arises when students engage in learning for personal satisfaction, leading to feelings of self-determination and competence Conversely, extrinsic motivation occurs when students pursue tasks to achieve external rewards or avoid punishments Regardless of the type of motivation, maintaining a positive attitude towards the target language and learning community is essential for success.
Gardner and Lambert (1972) distinguish between two types of motivation in language learning: instrumental and integrative Instrumental motivation drives students to learn a language for practical benefits, such as enhancing job prospects, accessing technical literature, or pursuing education in a country where the language is spoken In contrast, integrative motivation reflects a desire to connect with the culture of the second language community and engage in social interactions within that group (Brown, 2000: 162).
Motivation is essential for language learning, as highlighted by Spolsky (2000), leading to increased interest in developing models that enhance teaching methodologies for second languages Dürnyei and Csizőr (2002) explored the impact of sociocultural changes in 1990s Hungary on students' attitudes and motivation towards language learning, gathering data from 8,593 students aged thirteen and fourteen.
English as a compulsory subject in other countries and Vietnam
In Vietnam, students are mandated to learn English from grade 3 in primary school through to university, making it a crucial requirement for graduation at all educational levels Despite the significance of English for school children, there is a lack of research on students' attitudes towards this compulsory subject in Vietnamese schools.
In the context of foreign language learning, several factors significantly influence the learning process, including motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, and personality traits Among these, a learner's attitude is recognized as a crucial element affecting language acquisition (Shams, M., 2008; Fakeye, D., 2010).
Attitudes toward learning significantly influence behaviors such as book selection and foreign language speaking In education, students with a positive attitude toward a subject are more likely to achieve success in that area The interaction between language learning and the environmental factors in which students were raised plays a crucial role, as both positive and negative attitudes can greatly impact language acquisition success An individual's attitude is shaped by their beliefs about the potential outcomes of their actions, which are assessed based on the perceived value of those outcomes Consequently, a person who strongly believes that engaging in a behavior will yield favorable results is likely to develop a positive attitude toward that behavior.
Conversely, a person who holds strong beliefs that negatively valued outcomes will result from the behavior will have a negative attitude
English is recognized for its extensive geographical diffusion, cultural diversity among speakers, and its varied applications across different domains (Dewey, 2007) According to Matsuda (2000), English as an international language encompasses multiple varieties used for global communication rather than a single form of English (p 25) This perspective highlights that most learners study English not primarily to engage with native speakers, but to access information and communicate with other non-native speakers Thus, the term signifies the worldwide use of English for effective communication and information sharing among individuals from diverse linguistic backgrounds.
English has become a vital second language across the globe, recognized as the international language for business, science, technology, and entertainment Numerous studies highlight its significance in today's world, designating it as a lingua franca for communication among speakers of different languages Consequently, many nations, including Vietnam, have adopted educational policies that mandate the teaching of English from 3rd grade through 12th grade, with classes averaging three to six times per week Introduced by the Ministry of Education in 2008, Vietnam's national English curriculum includes various initiatives aimed at enhancing both teacher training and student engagement through extra-curricular activities.
The Ministry of Education is not only rolling out the program nationwide but is also reviewing study programs to propose the introduction of English at early educational stages This initiative emphasizes the global significance of English as a prominent language.
The National project “Teaching and Learning Foreign Language in the National Education System, 2008-2020” aims to ensure that by 2020, the majority of Vietnamese youth graduating from vocational schools, colleges, and universities will possess the ability to use a foreign language independently This initiative is designed to boost their confidence in communication and enhance their opportunities for studying and working in a diverse, multicultural environment.
The decision to enhance English language proficiency standards for teachers and students has created significant pressure on educators and policymakers Teachers of English are required to achieve a C1 level (CEFR), while those teaching other subjects must meet varying standards from B1 to B2 Meanwhile, students are expected to reach A2 or B1 proficiency based on their study levels Despite a decade of implementation, the government's goals have seen limited success, attributed to factors such as teacher qualifications, teaching materials, and school environments However, a crucial element for successful language learning lies in the students themselves; they must understand their purpose and motivation for studying Cultivating positive attitudes and motivation is essential for students to reach their academic goals.
The extension of English study from 3 to 10 years in Vietnam has created significant pressures within the education system, primarily due to an imbalance between the high demand for English language teaching and the limited supply of qualified teachers With a population exceeding 85 million, the desire to learn English far surpasses the availability of competent native and non-native speakers Although textbook writing has been completed, the extensive retraining of teachers to enhance their English proficiency requires resources that the current system cannot provide Furthermore, the quality of English language teaching remains inadequate, as many teachers, particularly at the primary and lower secondary levels, lack qualifications and experience in English-speaking environments, leading to ineffective communication-focused instruction Despite the Ministry of Education's emphasis on practical communication skills, classroom practices often prioritize reading comprehension and vocabulary for exam success, with little evidence of improved teaching methodologies following new training programs Additionally, a disconnect exists between teaching approaches and testing methods, as assessments tend to focus on lexico-grammatical knowledge rather than communicative competence Lastly, there is a scarcity of research on learners' attitudes towards English as a compulsory subject.
Students’ attitudes to English as a compulsory in other countries
In today's world, English is integral to daily life, making its mastery essential Many countries, both developing and developed, recognize the importance of foreign language education, incorporating it into their school curriculums from primary levels to universities Despite these efforts, students often struggle to achieve proficiency in English, highlighting the need for a more effective approach to language learning A crucial factor in this process is the affective domain; students must cultivate a positive attitude towards learning to engage fully and enhance their language acquisition.
In Sweden, where the local language is spoken by a limited population, young people are increasingly motivated to learn English to broaden their perspectives and connect with the global community Over recent decades, there has been a notable rise in English proficiency among Swedish students, largely due to greater access to English-language media and experiences Young Swedes recognize that English plays a crucial role in their daily lives and is essential for future opportunities in an interconnected world Consequently, while they value English language skills, this motivation may not always translate into enthusiasm within the classroom setting.
METHODOLOGY
Context of the study
This study aims to explore the attitudes of a diverse population towards learning English and its status as a compulsory subject in schools Utilizing questionnaires for quantitative data collection, the research not only examines and describes these attitudes but also incorporates a relational aspect This correlational research investigates the relationships between various characteristics and the attitudes of respondents, as outlined by Frankel & Wallen (1990:15).
This study utilized a concurrent mixed methods design, combining both quantitative and qualitative data collection simultaneously to enhance the robustness of the findings through triangulation (Denzin & Lincoln, 2000) Interviews with selected participants provided qualitative insights, allowing for a deeper understanding of their attitudes By integrating these diverse data sources, the research aligns with mixed model research principles (Teddlie & Tashakkori, 2003) and multimethod design (Morse), ultimately leading to a more comprehensive interpretation of the overall results (Creswell, 2009: 14).
In recent years, mixed methods research has gained significant traction in the social and human sciences, combining quantitative and qualitative approaches to enhance study outcomes This design not only involves the collection and analysis of both data types but also integrates them effectively, resulting in a more robust overall study than relying on either quantitative or qualitative methods alone (Creswell & Plano Clark, 2007).
In this study, a mixed methods design is employed, where qualitative data is embedded within a larger quantitative framework to analyze diverse research questions This approach is essential as quantitative data from a sufficient sample can reveal general attitudes of learners, while qualitative interviews with fewer participants offer deeper insights The study specifically utilizes a concurrent embedded strategy, as described by Creswell (2009), where the primary quantitative method guides the research, supported by qualitative data to enhance understanding.
Instruments
The study utilized an attitude questionnaire to assess learners' attitudes towards English, incorporating elements from Boonrangsri et al (2004) and Gardner's Attitude and Motivation Test Battery (1985), alongside items inspired by the researchers' teaching experiences The questionnaire comprised 45 items addressing language attitudes through behavioral, cognitive, and emotional lenses, with 30 items framed positively and 15 negatively Responses were measured on a 5-point Likert scale, ranging from "Strongly Disagree" to "Strongly Agree."
The second questionnaire, adapted from Yang Yu (2010), assesses high school students' attitudes toward English as a mandatory subject in Vietnam Comprising 15 items related to English language policies, the questionnaire utilizes a 5-point Likert scale ranging from Level 1: Strongly Disagree to Level 5: Strongly Agree.
A pilot study was conducted to assess the reliability of questionnaire items, involving 30 randomly selected students who provided personal information based on a Likert scale Utilizing SPSS version 17.0, the reliability coefficient test revealed a Cronbach Alpha value of 0.878, indicating acceptable consistency and appropriateness of the questionnaire for research objectives Table 1 presents the reliability of the items across three attitude aspects: the behavioral aspect scored 0.731, the cognitive aspect achieved 0.772, and the emotional aspect recorded a value of 0.677.
Table 3.1 Reliability value regarding the language Aspects
Perspectives of attitudes No of items Cronbach’s Alpha value
General attitudes towards English learning
To ensure the validity of the questionnaire items, two specialists—a psychologist and a TEFL expert from ULIS—reviewed the questionnaire Their feedback confirmed that the items are both valid and reliable for addressing the research objectives.
Semi-structured interviews were conducted to address the limitations of the questionnaire, which, despite its established validity and reliability, may not fully capture the diverse experiences of English learners These interviews aimed to explore Vietnamese attitudes towards English language learning and its status as a compulsory subject, providing qualitative data to complement and contextualize the quantitative survey results The interview questions were carefully designed to align with the themes identified in the questionnaire, allowing for a deeper understanding of participants' perspectives.
Data collection
In survey research, various data collection instruments are utilized, including observations, case studies, test results, and previous surveys However, questionnaires and interviews are the most commonly employed methods, as they allow researchers to gather data directly from individuals through questions rather than relying solely on behavioral observations.
The questionnaire involves respondents independently answering a series of questions on paper, while the interview format features an interviewer posing questions and documenting the answers Guyette (1983: 60-61) highlights the pros and cons of both methods, emphasizing their distinct approaches to data collection.
May seem cold to community persons or respondent may be suspicious
More personal, friendly/ Greater response likely in community efforts
Time to complete questionnaire minimal/ Respondent may skimp on time or fail to respond to some questions
Interview is time consuming/ Completion rate usually higher than questionnaire
Educational level may affect interpretation of questions
Educational or experience level less of an effect because interviewer explains questions Literacy Literacy required Literacy not required Language May be limited to English or a Interpreter may be trained
Characteristics Questionnaire Interview restriction written language for the interview
Questions may contain bias - usually detected during the pretest
Interviewer may influence the responses or cause tension -training may prevent this
Respondent can add comments, but usually does not take the time
Tends to yield more complete data/
Interviewer able to encourage and note comments
Cost Cost primarily involves duplication, postage, and data processing
Besides copies of instrument for noting responses and data processing, additional costs are salary of interviewers and travel
Training Training for persons to code and process data, if needed
In-depth training needed for interviewers in addition to data preparation Data Analysis
Increased chance of non- responses may introduce bias into the study
Data summaries from open-ended questions difficult to summarize
Reciprocation More difficult to give back to the respondent, unless materials are mailed
Services, materials, or payment can be given to the respondent at the time of the interview
Respondent may not identify as closely with the project, due to the less personal nature of the method
Cooperation for future involvement of the respondent may be gained through the personal contact/ Respondent may feel more like a participant and take an interest in the results
In this study, English teachers guided participants in understanding the questionnaire instructions Respondents indicated their level of agreement or disagreement with the questionnaire items, and the entire process took approximately 30 minutes to complete.
The interviews were conducted with 12 students Each interview takes about
10 minutes The researcher made appointments with selected students and carried out the interviews in Vietnamese The answers were recorded, transcribed and translated back into English.
Data analysis
The data collected for this research was analyzed using the SPSS program to quantitatively address the research questions Descriptive statistics were performed to calculate the frequency, mean, variance, and standard deviation for the first research question To investigate the second research question, an independent sample T-test was utilized Additionally, a One-way ANOVA analysis was conducted to further examine the research questions The results of these analyses will be presented in the following chapter.
FINDINGS AND DISCUSSIONS
Quantitative results and discussions
Research question 1: What are the upper secondary school students’ attitudes towards learning English as a compulsory subject?
The quantitative results are categorized based on the following scoring system: a score between 1 and 2.5 indicates a low attitude, which is interpreted as a negative attitude; a score between 2.5 and 3.5 represents a medium attitude, considered neutral; and a score between 3.5 and 5.0 signifies a high attitude, reflecting a positive attitude.
The descriptive analysis results indicate that the overall mean score for English Language Attitude (ELA) among participants is 2.6167 (SD= 0.59177), reflecting a negative attitude towards learning English Furthermore, the mean scores across the three aspects of attitudes towards English reveal notable differences among the respondents.
The mean scores for the different aspects of attitude were analyzed, revealing that the Behavioral Aspect of Attitude (BAA) had a mean score of 2.5711 (SD 0.60468), while the Cognitive Aspect of Attitude (CAA) scored a mean of 2.6722 (SD 0.63402) Additionally, the Emotional Aspect of Attitude (EAA) registered a mean score of 2.6067 (SD 0.63262).
Al-Zahrani (2008) found that many participants in his study exhibited a negative attitude towards English language instruction, which he suggested could stem from the traditional teaching methods employed by some teachers This observation aligns with the prevailing issues in English teaching strategies within the Vietnamese educational system.
Table 4.1 Descriptive Statistics of Students’ Attitudes towards English
Min Max Mean Std deviation
The behavioral aspect of attitude towards the English language has the lowest mean score of 2.5711, indicating that participants exhibit a negative attitude and feel uncomfortable speaking in English class The statement "studying English helps me to have good relationships with friends" received a mean score of 2.89, while the lowest score of 2.22 shows a lack of attention during English lessons, with a standard deviation of 1.231 Additionally, Shams (2008) found that many participants felt confused and nervous when speaking English in front of peers.
Table 4 2 Descriptive Statistics of Behavioral Aspect of Language Attitude Behavioral aspect of attitudes N Min Max Mean SD Varia nce
Speaking English everywhere makes me feel worried 180 1 5 2.63 1.103 1.217
Studying English helps me to have good relationships with friends 180 1 5 2.89 1.153 1.328
I like to give opinions during
I can maintain focus while studying English, and I enjoy practicing speaking with classmates who excel in the language Additionally, studying English boosts my confidence in self-expression.
Studying English helps me to improve my personality 180 1 5 2.76 1.193 1.423
I put off my English homework as much as possible 180 1 5 2.71 1.141 1.302
I am not relaxed whenever I have to speak in myEnglish class 180 1 5 3.17 1.022 1.045
I feel embarrassed to speak English in front of otherstudents 180 1 5 2.81 1.204 1.450
I like to practice English the way native speakers do 180 1 5 2.23 1.233 1.521
I wish I could have many English speaking friends 180 1 5 2.36 1.071 1.147
When I miss the class, I never ask my friends orteachers for the homework on what has been taught
I do not feel enthusiastic to come to class when theEnglish is being thought
I do not pay any attention when my English teacher isexplaining the lesson 180 1 5 2.22 1.231 1.515
The study revealed that many students do not pay attention during English lessons, exhibiting negative behaviors in class This lack of engagement may stem from the belief that learning English is not as important as other subjects Furthermore, most students rarely seek assistance from peers or teachers regarding missed homework or lessons, with a mean score of 2.27, and they tend to procrastinate on their English assignments, reflected in a mean score of 2.71.
The cognitive aspect of attitudes towards English has the highest mean score (M= 2.6722, SD= 0.63402), indicating a prevalent negative cognitive attitude among respondents Many expressed difficulty in summarizing key points from English content, with a mean score of 3.02 (SD=1.153) This aligns with Boonrangsri et al (2004), where 121 out of 219 participants across eight study streams demonstrated a moderate attitude regarding their summarization skills in English.
The respondents indicated a struggle to apply their English knowledge in real-life situations, reflected by a mean score of 2.99 (SD= 1.081) Despite this, some participants expressed the belief that multilingual individuals possess greater knowledge, as shown by a notably lower mean score of 2.35 (SD= 1.179) in their responses (Table 4).
Table 4.3 Descriptive Statistics of Cognitive Aspect of Language Attitude
Cognitive aspect of attitudes N Min Max Mean SD Variance
Studying English is important because it will make memore educated
Being good at English will help me study other subjectswell 180 1 5 2.79 1.114 1.240
I have more knowledge and more understanding whenstudying English
I like my English class so much;
I look forward to studying more English in the future
Studying English helps me getting new information inwhich I can link to my previous knowledge
I cannot summarize the important points in the English subject content by myself
Frankly, I study English just to pass the exams 180 1 5 2.59 1.298 1.685
In my opinion, people who speak morethan one languageare very 180 1 5 2.35 1.179 1.391 knowledgeable
Studying English helps me communicate in English effectively
I cannot apply the knowledge from English subject in my real life 180 1 5 2.99 1.081 1.168 Studying English makes me able to create new thoughts 180 1 5 2.83 1.170 1.369
I am able to think and analyze the content in Englishlanguage 180 1 5 2.64 0.967 0.934
I am not satisfied with my performance in the English subject
In my opinion, English language is difficult and complicated to learn
English subject has the content that covers many fields of knowledge
The emotional attitudes towards English differ significantly from cognitive perspectives, with a mean score of 2.6067 (SD=0.63262) As shown in Table 5, most participants preferred studying in their mother tongue, achieving the highest mean score of 3.81 (SD=1.157) This finding aligns with Al-Nofaie’s (2010) study on Saudi teachers and students, which indicated a general preference for using Arabic as a supportive tool in English classes While a few respondents expressed a positive desire to speak English fluently, the results underscore the need to foster collaborative dialogues and activities that enable students to effectively acquire the language, ultimately helping EFL learners monitor and assess their progress in English.
Table 4.4 Descriptive Statistics of Emotional Aspect of Language Attitude
Emotional aspect of attitudes N Min Max Mean SD Variance
I feel excited when I communicate in English with others
I don’t get anxious when I have to answer a question in my English class
Studying foreign languages like English is enjoyable 180 1 5 2.32 1.001 1.002
To be inquisitive makes me study English well 180 1 5 2.93 1.293 1.672
Studying English makes me have good emotions(feelings) 180 1 5 2.71 1.038 1.078
I prefer studying in my mother tongue rather than anyother foreign language
I do not like studying English 180 1 5 2.33 1.195 1.428
I wish I could speak English fluently 180 1 5 1.94 1.045 1.092
Studying English subject makes me feel more confident 180 1 5 2.87 1.940 1.3929
To be honest, I really have little interest in my Englishclass
Knowing English is an important goal in my life 180 1 5 2.31 1.154 1.333
I look forward to the time I spend in English class 180 1 5 2.56 1.037 1.075
Research question 2: What are the attitudes of Vietnamese high school students towards English as a compulsory subject at schools?
The descriptive analysis regarding the second research question reveals that Vietnamese high school students hold a medium attitude towards English as a compulsory subject, with an overall mean score of M=3.28 and SD=1.025 Notably, there is strong agreement that "All Vietnamese students should learn English" (M=4.25) However, a significant majority indicated that "if English was not a compulsory subject in school, I would not learn English" (M=4.54) Additionally, there is a high level of support for the notion that "English education should start from elementary school in Vietnam" (M=4.32) Conversely, attitudes towards using English as a medium of instruction or for teaching other subjects were largely negative, with mean scores of M=2.11 and M=1.52, respectively.
Table 4.5 Descriptive Statistics of Attitudes towards English as a compulsory subject
Attitudes towards English as a compulsory subject N Min Max Mean SD Variance
All Vietnamese students should learn English 180 1 5 4.25 1.124 1.012
Vietnamese high school students should use English in either spoken or written communications among each other
English education should start from elementary school in Vietnam
English should not be a compulsory subject in the National College Entrance Examination in Vietnam
I would not take English if it were not a compulsory subject 180 1 5 4.54 1.234 1.726 in school
If English were not taught at school, I would study it on my own
Oral language skills are more important than literacy skills in English education
High school English classes should be entirely conducted in English
High school English classes should be conducted in both English and Vietnamese
Besides English classes, other classes, such as Math, should be also conducted in English
Standardized Test of English Proficiency band 3) should not be a requirement for obtaining the university degree in Vietnam
I am satisfied with the English education policy in Vietnam 180 1 5 3.24 1.532 1.432
I am satisfied with the high school English education curriculum in Vietnam
I am satisfied with the English learning textbooks and other materials used in our school
I am satisfied with the English teaching methods used in our school
Qualitative results and discussions
Res 1 is a grade 10, girl student She said that she did not like English so much However, she thought English is important because it is an international language Her mean score for the first questionnaire was M=3.8 Her mean score for the second questionnaire was M= 2.2 That means her attitude towards English as a compulsory subject was negative
Res 2 is a grade 10, boy student He said that he liked studying very much and he wanted to learn other subjects in English He would like teacher of English used English all the time in the class (M=4.74) He said he tried to learn English not because of the exam but for real life communication He showed a very high attitude towards English as a compulsory subject (M=4.9) Also, he said he attended many courses where English is taught by native speakers
Res 3 is a grade 11, boy student His English is not so good but he has tried to make it better because his parents want to sent him to a university oversea He was really satisfied with textbook and teaching method of teacher at school He said that the VSTEP band 3 is not easy for him at present but he would make it when he finishes high school His mean score for attitude towards English learning was M=3.25; his attitude towards English as a compulsory subject was M= 2.75, that is medium
Res 4 is a grade 11, girl student She is trying to pass the national exam into a foreign language university so she learns English quite well She loves to learn with native speaker and listen to English all the time She felt comfortable in English lessons Besides, she assumed that English language helps her learn better other subject Her mean score for attitude towards English learning was M=3.2 She said that English is very important for her future because it is an International language Her attitude towards English as a compulsory subject was M= 3.87
Res 5 is a grade 12, boy student He said he did not like English at all but he did not want to lose face in class so he tried to learn English His attitude towards
The average score for English learning was M=2.02, indicating a general disinterest among students One participant expressed that if English were not a mandatory subject, he would not study it at all, reflecting a lack of motivation to engage with the language Additionally, his mean score for English as a compulsory subject was M=1.97, further highlighting the reluctance towards studying English in an academic setting.
Res 6 is a grade 12, girl student Her mean score for attitude towards English learning was M=4.3 She said she find it so enjoyable in English class She gained other knowledge through English movies and English songs She has been in many English competitions Her mean score towards English as a compulsory subject was M=4.46 That means she had a vey positive attitude towards English
Interviews reveal that while many students view English learning and its status as a compulsory subject positively, others perceive it as a burden, negatively impacting their performance Students with a favorable attitude towards English are likely to achieve better results in the subject.
A study conducted among high school students in Quang Ninh province indicates a neutral overall attitude towards English language learning, with a mean score of 2.67 However, when it comes to English as a compulsory subject, students express a positive attitude, reflected in a mean score of 3.8 The findings suggest that Vietnam's English language policies are effective, particularly regarding study duration, textbook quality, and teaching methodologies.
This study explores high school students' attitudes towards learning English, highlighting the positive emotional, behavioral, and cognitive perspectives of both male and female participants The findings suggest that students recognize the importance of English and regard it as an essential subject in their education.
The current research enhances our understanding of affective variables in Second Language (L2) learners and contributes to language attitude studies, particularly among high school students in Vietnam Additionally, it informs English education policies and practices by shedding light on learners' attitudes towards English and the increasing prevalence of English as a Foreign Language (EFL).
This study offers valuable insights into the perceptions of Vietnamese high school students regarding the English language, English education policies, and their motivations for learning English By exploring these attitudes, it significantly contributes to the understanding of English learning and teaching practices in Vietnam.
Understanding learners' personalities is crucial for shaping their attitudes toward education When Vietnamese high school students possess a positive outlook and enjoy learning a foreign language, it enhances their cognitive performance Therefore, EFL teachers are encouraged to foster a supportive classroom environment that nurtures positive attitudes toward English The English curriculum and class activities should be tailored to meet students' needs, emotions, and behaviors, while teachers must acknowledge and respect their students, further promoting a constructive attitude toward learning English.
This study explores the attitudes of Vietnamese high school students towards English language learning, highlighting the various factors that influence the formation of these attitudes By examining these relationships, the research offers a deeper understanding of how learners' perspectives are shaped.
Due to the limited time for data collection, future studies on attitude changes in students might alter the Vietnamese high school students perceiving toward the language of English
To foster positive attitudes towards English among students, EFL teachers should create an encouraging classroom environment and emphasize the importance of learning the language By employing effective teaching methods and engaging activities, educators can motivate students to embrace English Additionally, integrating contemporary materials and supplementary resources alongside traditional textbooks will capture students' attention and enhance their learning experience.