Research objectives This research attempts to achieve several objectives, as follows: - To investigate the influence of elements learning motivation, teachers, environment, and learning
INTRODUCTION
Introduction
Learning English holds increasing significance in Vietnam due to its global status in communication, business, and technology With the country's rapid economic growth and integration into the global market, there's a rising need for English proficiency among its people
In today's interconnected world, proficiency in English is widely recognized as essential, especially for students pursuing English majors at institutions like the Banking Academy This study aims to explore the diverse array of factors that impact the English language proficiency of students within this academic setting
It is imperative to acknowledge that English proficiency extends beyond mere language skills and encompasses a spectrum of influences These include socio- economic backgrounds, the educational milieu, learning methodologies, and individual motivational factors, all of which contribute significantly to students' mastery of the English language
The Banking Academy offers a favorable environment for this research, providing insights into how English language education is structured and administered within the specialized domain of banking and finance Focusing on English major students allows for a nuanced examination of the specific challenges and opportunities they encounter in their language-learning journey
Utilizing a mix of empirical research methods such as surveys and observations, this study endeavors to identify the pivotal elements that either facilitate or hinder students' English language proficiency Through the collection and analysis of data obtained from both students and educators, it seeks to develop a comprehensive understanding of the underlying factors at play
Furthermore, this research does not aim solely to identify these elements but also to propose actionable recommendations for enhancing English language education at the Banking Academy These recommendations may encompass adjustments to the curriculum, innovative teaching methodologies, optimized resource allocation, and
2 tailored support services designed to address the unique needs of English major students
The implications of this study extend beyond the confines of the Banking Academy, with potential relevance to other institutions of higher learning in Vietnam and beyond By shedding light on the multifaceted influences on English language proficiency, this research aims to contribute meaningfully to ongoing efforts aimed at enhancing English language education and empowering students to excel in an increasingly interconnected global landscape.
Background
The research on the factors influencing English-major students' proficiency in learning English has garnered significant attention from the education and linguistics research communities Previous studies have focused on analyzing the impact of factors such as cultural background, learning methods, diversity in learning environments, and exposure to the English language
A study conducted by Smith and colleagues (2018) discovered that English-major students tend to develop their language skills more rapidly when they engage in practical activities such as group discussions, essay writing, and communication with peers and teachers This study also emphasized the importance of utilizing diverse and rich English materials, such as books, videos, and social media platforms, to enhance students' exposure to the target language
Another study by Nguyen and colleagues (2020) concentrated on the influence of family and social environments on English learning among English major students The results of this research indicated that support and encouragement from family, community, and society play a crucial role in promoting language acquisition and development among students
In addition to these studies, statistical data from educational institutions provides a clear overview of the English learning situation among English-major students According to the Ministry of Education, the percentage of English-major students
3 achieving a B2 level or higher in the TOEFL or IELTS English proficiency exams has increased by 30% over the past decade However, a significant portion of students still face difficulties in reaching their desired language proficiency level, primarily due to a lack of study time and inadequate learning environments
In summary, understanding and delving deeper into the factors influencing English- major students' proficiency in learning English is crucial for optimizing teaching and learning processes, thereby helping students develop language skills effectively and comprehensively
Gaining a deeper understanding of these factors not only helps improve the quality of teaching and learning but also plays a crucial role in developing effective educational policies Therefore the research namely “ Elements affecting English - majored students’ proficiency in learning English at Banking Academy ” is conducted
In an increasingly globalized world, proficiency in English is not just an ancillary skill but a requirement for success in various fields, from research and academia to employment and social communication Therefore, the focus on researching how to optimize the English learning process for English-major students is extremely urgent
Research in this field often focuses on analyzing in-depth four factors: “learning motivation," “teachers," “environment,” and “learning methods.”.
Research objectives
This research attempts to achieve several objectives, as follows:
- To investigate the influence of elements (learning motivation, teachers, environment, and learning methods) on the English proficiency of English- major students
- Assessing the levels of influence of factors (learning motivation, teachers, environment, and learning methods) on students' English learning proficiency can be done through various methods
- Give recommendations for ATC’s students to improve their English proficiency
Significances of the study
The theoretical significance of this research lies in its contribution to the broader body of knowledge in the fields of language education and applied linguistics By examining the interplay between various factors influencing language learning, the research advances theoretical understandings of language acquisition processes and provides empirical evidence to support existing theories and models Insights into the role of motivation, teachers, learning environments, and learning methodologies may help contribute to the theoretical frameworks based on the research of Nguyen Thi Uyen Chau and the input hypothesis mainly related to Chin-Ting Emily Chou By testing and refining these theoretical models in the specific context of English-major programs at the Banking Academy, the research enhances our understanding of how language learning occurs and how it can be optimized in educational settings Furthermore, the research digs deep into avenues for future inquiry and exploration in language education research By identifying gaps in current knowledge and suggesting areas for further investigation, the research stimulates scholarly discourse and encourages continued research into effective language teaching and learning practices
This research provides actionable insights for educators, administrators, and policymakers at the Banking Academy and similar institutions offering English major programs By identifying the specific factors that influence English-major students' proficiency in learning English, such as individual characteristics, learning, teachers, environments, and learning methodologies, the research equips stakeholders with the knowledge needed to optimize language education programs and support systems
For educators, understanding these factors enables them to tailor their learning methods and curriculum design to better meet the needs of English-major students For example, insights into students' motivation levels, aptitudes, and prior exposure to English can inform the development of personalized learning plans and interventions to enhance student engagement and progress Additionally, knowledge
5 of effective teaching methodologies and learning environments can guide educators in creating stimulating and supportive classroom environments conducive to language acquisition Uttermost far, for educators themselves, implementing this research also helps them understand how their performance impacts their students' effective learning
Therefore, administrators can refer to the findings of this research to allocate resources effectively, design professional development programs for faculty members, and implement policies that promote language learning success By investing in teacher training and providing adequate learning resources, institutions can create an enabling environment that fosters students' language development and overall academic achievement
On the other hand, the research also has practical implications for student support services, such as language labs, and peer mentoring programs By recognizing the importance of environmental factors in language learning, the research can implement initiatives to support students from diverse linguistic and cultural backgrounds, fostering inclusivity and equity in education In addition, knowing how teachers tend to educate them the students would give them a thorough overview to consider whether those techniques and methods are suitable with them or not; furthermore, they can sort out from there what they need based on their proficiency And yet, with the surveyed learning methods, they can reflect their performance forward a more effective learning.
Scope and limitations of the study
The study is conducted within the Faculty of Foreign Languages at Banking Academy to identify the factors contributing to the learning of English by ATC’s students, especially in K23 and K24 Because students from the K24 and K23 cohorts have mostly completed relevant English courses, they are the most accurate assessors of
6 the factors influencing their English proficiency The study focuses on exploring the elements that affect English-majored students’ proficiency in learning English
Even though this research paper has been carefully planned and investigated, it will inevitably have the following restrictions:
First, the number of participants who can be researched has been limited since the research focuses solely on English majors at the Banking Academy As a result, other students from different faculties will be excluded To specify, some seem to be hard to reach because of their infrequent movements either on social media or in campus clubs
Second, time constraints may limit the depth and breadth of the study, preventing the exploration of all relevant factors influencing English proficiency among students
Third, if the research provided additional factors, such as the distance between students’ first language and English, and assessment methods, the thesis would be more credible
An overview of the English language skills of ATC students and the reasoning for the topic selection was provided in Chapter 1 It also describes the study's scope and limitations, emphasizes the importance of the research, and lays out the three main objectives of the investigation
REVIEW OF RELATED LITERATURE
Literature review
Following the significance of the study and the research objectives presented in the previous part, a review of the related studies in this field is presented in this chapter The focus of this part is on the elements that affect the English proficiency of students via many authors, the research methods that they used, the design of the survey questionnaire, and several recommendations to help students and others improve, which are viewed as the theoretical background for this research This chapter will review previous research regarding the factors influencing learning English
In the research titled "Investigating Factors Influencing English Proficiency of Economics Major Students at Hoa Binh University" by MA Nguyen Hoang Uyen Chau, Le Thi Thuy Trang and Tran Thi An (2022), the following excerpt is discussed:
In the learning environment, not only learning English but also all subjects requires students' motivation and personal responsibility Belief in one's ability to learn is a crucial factor that helps them overcome challenges and strive harder to achieve their goals In the case of learning English, the value of this belief extends beyond mere inspiration; it lies in the enjoyment and future benefits that mastering the language brings Awareness of the importance of English in the workplace and international communication also serves as a significant motivator However, when lacking in belief and motivation, learning English can become a challenge for students Discouragement and loss of interest can reduce their learning efficiency Therefore, teachers play a crucial role in creating a positive learning environment and continuously encouraging students to persevere In addition to the psychological aspect, learning methods play a vital role in shaping students' English proficiency Effective time management and proper utilization of learning tools enhance learning efficiency Support and encouragement from teachers are also essential, as they can provide suitable learning methods and personalized guidance for each student However, to ensure the effectiveness of teaching and learning, understanding these factors and adjusting them to fit the practical conditions is necessary This research will focus on analyzing the factors influencing English learning among students majoring in Economics at Hoa Binh University The research model will be built
8 based on the motivational theory of learning, adjusted to reflect the specific characteristics of learning at the university and the needs of economics students This will help develop reasonable and effective solutions to improve students' learning performance and English proficiency This research includes the following influencing factors on English learning proficiency: learning motivation, teachers, environment, and learning methods This study has successfully identified the factors and the extent of their impact on the English proficiency of Economics students at Hoa Binh University amid the challenges of integration and learning difficulties To further enhance the motivation for English language learning among students, Hoa Binh University needs to exert more effort This entails helping students understand the importance of mastering English and thereby fostering appropriate learning motivation, which is considered the most influential factor Additionally, the university should guide effective learning methods and create an environment that stimulates students' interest in and enthusiasm for learning English Furthermore, the significant role of lecturers cannot be overlooked in guiding students with learning methods, creating motivation, and providing necessary support to improve English proficiency for Economics students and other non-specialized students at Hoa Binh University
Nguyen Van Loi and Chung Thi Thanh Hang (2014) conducted a study titled "Factors Influencing English Proficiency of English Major Students at Can Tho University." This study delves into the array of potential influences on the development of English proficiency among 75 students majoring in English pedagogy, all of whom are participating in a rigorous 120-credit training program at Can Tho University The findings of the study reveal that among the multitude of factors considered, effective time management strategies and engagement in part-time employment emerged as significantly correlated with students' academic performance following the two years, surpassing the influence of other variables Another noteworthy factor identified is the students' initial proficiency level, as gauged by their TOEIC entrance scores Interestingly, the study also found that self-directed learning methodologies, particularly self-regulation techniques, exhibited only a minimal impact on the
9 student's overall academic outcomes, suggesting a nuanced interplay between various factors in shaping their language proficiency development journey In their research, Nguyen Van Loi and Chung Thi Thanh Hang (2014) extensively discuss the intricate factors that play a pivotal role in shaping individuals' proficiency in learning the English language They elucidate four key dimensions that exert significant influence on this proficiency's development Firstly, they delve into the notion of self-learning ability, emphasizing the importance of individuals' capacity to autonomously engage in learning activities outside formal instructional settings This ability encompasses various self-directed learning strategies and techniques that enable learners to take ownership of their learning process and progress Secondly, the authors shed light on the critical role of opportunities for exposure to language input and language use They underscore the significance of immersing oneself in authentic language environments, where learners can interact with and utilize the language in diverse communicative contexts Such exposure facilitates the acquisition of linguistic competence and fosters communicative proficiency Furthermore, Nguyen Van Loi and Chung Thi Thanh Hang (2014) discuss the indispensable role of motivation and learning attitude in English language learning They emphasize that learners' intrinsic motivation, coupled with positive attitudes toward learning, significantly contributes to their perseverance, engagement, and ultimately, their success in language acquisition endeavors The authors elaborate on the importance of testing and assessment methods in gauging learners' progress and proficiency levels They underscore the need for employing valid and reliable assessment tools and techniques that accurately measure learners' language proficiency across various linguistic domains Nguyen Van Loi and Chung Thi Thanh Hang's (2014) underscore the multifaceted nature of factors influencing English language learning proficiency, encompassing self-learning ability, opportunities for language exposure and use, motivation, and learning attitude, as well as effective testing and assessment methodologies The comprehensive analysis of the previously mentioned study highlights a myriad of elements that have the potential to impact the enhancement of learners' proficiency in the English language These aspects include clearly defined strategies for self-directed learning, motivational factors, and attitudes toward
10 learning Additionally, the duration of exposure to the language within communicative settings is considered, although the study refrains from specifying the optimal timeframe required to achieve desirable learning outcomes Moreover, the study examines different assessment methodologies employed in gauging learners' progress It is noteworthy that these factors are closely intertwined with the educational curriculum and the dynamic interaction between the curriculum and the learners The research extends its focus to explore additional influences, such as the economic circumstances within learners' families and their engagement in part-time employment This broader scope of investigation serves to illuminate the multifaceted nature of influences that extend beyond the confines of the formal educational program itself In research conducted by Nguyen Van Loi (2020), additional factors such as Part-time Employment and family circumstances were incorporated into the research model However, in Chau's study (2022), this factor was not included due to its incompatible scope In summary, based on the scope of research at the Banking Academy, Chau's study (2022) seems to be more equivalent Therefore, family circumstances were excluded from consideration due to the potential for bias arising from personal connections to the subject matter, which could compromise the objectivity of the study
Wu Yuntao( 2019) conducted a study titled “ Non-English Major Students’ Perception of Factors Influencing English Proficiency in China This research discusses various factors influencing English proficiency among non-English major students in China, including motivation, learning strategies, beliefs about English learning, and the linguistic distance between Chinese and English Motivation is depicted as the driving force behind individuals' desires, needs, and actions Deci and Ryan's self-determination theory categorizes motivation into intrinsic and extrinsic orientations, with intrinsic motivation stemming from curiosity and interest and extrinsic motivation driven by external rewards or punishments Learning strategies, categorized into meta-cognitive, cognitive, and social/affective strategies, are highlighted as consciously chosen tools for language improvement Beliefs about English learning are viewed as multidimensional and shaped by individual
11 experiences and social interactions These beliefs, including essence beliefs and motivated beliefs, profoundly influence language learning outcomes Additionally, the linguistic distance between Chinese and English is emphasized, noting significant differences in phonetics and pronunciation that pose challenges for Chinese learners Research suggests that language acquisition is easier when the linguistic distance between the first language and the target language is smaller, with English being closer to Western European languages compared to East Asian languages The study underscores the pivotal role of motivation in enhancing English proficiency among non-English major students at Henan Polytechnic University To address the challenges identified in the study, authorities and teachers could implement various strategies This includes incorporating more exercises and assignments focusing on writing, speaking, listening, and reading skills Teachers should guide students to manage their learning autonomously and stimulate their intrinsic motivation by contextualizing exercises in real-world situations The study highlights the importance of learning strategies in improving English proficiency Henan Polytechnic University should explore innovative strategies and provide training to help students enhance their language skills effectively Additionally, creating dedicated time for activities such as watching films, listening to talks, and reading authentic materials in English can greatly benefit students' language acquisition While previous studies emphasized the significance of factors like attitude, this study found motivation to primarily contribute to English proficiency among non-English major students Although the distance between students' first language and English was not significantly related to proficiency, strong correlations were observed between motivation, beliefs about English learning, English learning cognition, and proficiency Future research should delve into additional factors such as language aptitude, anxiety, self-esteem, self-efficacy, and attitude, which are likely to influence students' English proficiency By exploring these factors comprehensively, a deeper understanding of their impact on language learning outcomes can be gained, aiding in the development of more effective teaching strategies
These three studies provide a more realistic insight into the factors influencing students' English learning in general In the first study, through the utilization of various analytical methods such as Cronbach’s Alpha, Exploratory Factor Analysis (EFA), Pearson correlation analysis, and linear regression analysis, it was found that factors like Motivation, Instructors, Methods, and Environment are positively correlated with the English proficiency of Economics students These results highlight the significant impact of these factors on students' language abilities within the academic context The analysis revealed consistent patterns of association, suggesting that higher levels of motivation, effective instruction, suitable learning methods, and conducive learning environments contribute positively to students' language competency This underscores the importance of fostering a supportive academic environment and implementing effective teaching strategies to enhance English proficiency within the economics discipline, providing valuable insights for educators and stakeholders
Secondly, the study utilized IELTS tests to assess students' English proficiency after two years of study, along with a survey to explore factors influencing this proficiency level The findings indicated that time management and part-time employment were significantly correlated with students' academic outcomes after two years, suggesting the importance of these factors in achieving higher academic performance Conversely, self-directed learning methods, particularly self-regulation, had a minimal impact on students' academic performance, indicating that this factor may not significantly influence academic outcomes compared to others
Thirdly, among four potential factors, the third study revealed that the learning strategies adopted by non-English major students at Henan Polytechnic University had the most significant impact on their English proficiency Students who began learning English in primary school showed statistically higher perceptions regarding factors influencing English proficiency compared to those who started learning English in middle school These findings suggest recommendations such as increased government support for English language learning in primary schools and English teachers focusing on male students' English learning while helping students enhance their learning strategies
In addition to the provided documents, there are still other studies on the same topic worth reading The more issues listed in the research, the more aspects are explored to assist students Conversely, Wu Yuntao's study (2019) introduced additional factors such as beliefs about language learning and the perceived gap between one's mother tongue and English proficiency Yu emphasized that such beliefs significantly influence learning outcomes, directly impacting English achievement In comparison to the scope of this study, this additional factor is not encouraged because according to Master Dinh Thi Thu Hong, the mother tongue - Vietnamese, should be prioritized for mastery before English "We are in Vietnam, there is no reason why we should not let our children learn and express themselves freely in their mother tongue," emphasized Ms Hồng.
Theoretical and Conceptual Framework
In the research model proposed by Chou (2007), the author identified five factors that influence English language proficiency:
+ Learning environment: both within and outside the classroom setting
+ Learning strategies: include memory, cognitive, compensation, metacognitive, affective, and social strategies
+ ELLs' motivation: consists of the desire to learn the second language, the effort expended in learning it, and attitudes regarding the learning process
+ ELLs' beliefs about language learning: encompass foreign language aptitude, perceptions of language learning difficulty, the nature of language learning, and communication strategies
+ Linguistic distance: refers to the meaning, structure, and usage of words
Similarly, Loi et al (2014) proposed a model with four factors:
+ Opportunities for accessing materials and language use (analogous to Chou's learning environment)
+ Motivation and learning attitude (aligned with Chou's motivation and ELLs' motivation)
Furthermore, Wu Yuntao's study in China identified four influencing factors:
+ Distance between students' first language and English
And, to Chau et al (2022), the four key factors influencing the research model are: + Learning motivation: includes factors such as academic achievement, future career prospects, salary prospects, and cultural experiences
+ Lecturers: Encompassing aspects like enthusiasm, teaching quality, teaching methods, and support provided by lecturers
+ Learning environment: involving peers, university, and department, as well as educational software
+ Learning methods: include abilities for self-learning, planning, participation in activities, usage of reference materials, and utilization of English learning support tools
Recognizing that Chau's model is the most suitable for the research context at the Banking Academy, it implies that Chau's framework aligns well with the specific needs, objectives, and constraints of the research conducted at the Banking Academy Chau's model likely provides a comprehensive and effective approach to studying the factors influencing English proficiency among students at the Banking Academy Therefore, utilizing Chau's model can offer valuable insights and guidance for addressing the research objectives and designing appropriate interventions or recommendations tailored to the context of the Banking Academy
Figure 2.1: Theoretical framework of the study adopted by Chau ( 2022)
- And the research model looks like this
Hypothesis 0: All factors, including the learning environment, learning methods,
ELLs' motivation, and ELLs' teachers, cannot be used to assess ATC’s students
Hypothesis 1: Learning motivation has a positive impact on English proficiency
Hypothesis 2: The teachers have a positive impact on English proficiency
Hypothesis 3: The learning environment has a positive impact on English proficiency
Hypothesis 4: Learning methods have a positive impact on English proficiency
The research methodology employed for this study is quantitative, aiming to investigate the identified factors efficiently within a short timeframe This approach enables the collection and analysis of data from various sources, facilitating a comprehensive examination of the subject matter Crafting relevant survey questions is a crucial aspect of this method, ensuring that queries are pertinent to students' experiences and address common challenges they encounter The survey process is streamlined through the use of statistical tools, which aid in data collection and computation, thereby minimizing the workload associated with task completion Analyzing the amassed data constitutes a pivotal and demanding phase of the study, as it seeks to provide a detailed understanding of the issues confronting students In the analysis and discussion section, emphasis is placed on examining the responses to 24 Likert-scale questions, as these align with the factors included in the research model Drawing insights from the findings, recommendations are formulated for the Banking Academy, teachers, and students, aimed at addressing the identified challenges and fostering improvements in students' learning experiences Overall, the
Primary data (2 multiple choice questions and
• Calculating and analyzing the results
Proposing recommendati ons for four factors
17 quantitative research method employed in this study offers a structured and systematic approach to investigating the factors influencing students' experiences at the Banking Academy By leveraging statistical tools and meticulously analyzing the data collected, the study aims to provide actionable insights and recommendations for enhancing the educational environment and supporting student success
According to the literature review chapter, three studies provide a research model suitable for the thesis Among them, the research of Nguyen Thi Uyen Chau is the most valuable on this topic The conceptual framework of the paper follows the IPO process Inputs of the study include both primary and secondary data The researcher performed data processing mainly by analyzing, comparing, and drawing charts
RESEARCH METHODOLOGY
Locale of study
This research was conducted at the Banking Academy, mainly in the Faculty of Foreign Languages, located at 12 Chua Boc Street, Quang Trung, Dong Da, Ha Noi.
Research design
The study is classified as quantitative research because systematic data comparisons, population-wide generalizations, and hypothesis testing are all most effectively accomplished through the use of quantitative techniques This is especially useful when a researcher wants to compare or generalize data from many populations or within a given community in great detail Both generalizing ATC's English proficiency to the entire population and investigating ideas with a focus on the following hypotheses are done in this research The hypotheses include:
- Hypothesis 1: Learning motivation has a positive impact on English proficiency
- Hypothesis 2: The teachers have a positive impact on English proficiency
- Hypothesis 3: The learning environment has a positive impact on English proficiency
- Hypothesis 4: Learning methods have a positive impact on English proficiency
In the context of this research, the researcher aims at comparing information within and from a specific population
Both descriptive and comparative research questions are included in quantitative research questions The elements influencing students' English learning can be described by researchers through the use of descriptive study questions The acceptable satisfaction levels between the population and the variables will then be compared The study hypotheses are also designed to assess the various degrees of variables influencing English proficiency
Variables include the dependent one, which is the ATC’s English proficiency, and the independent ones, which are Learning motivation (M), Teachers (T), Environment (E), and Learning Method ( LM).
Population, Sample and Sampling Technique
According to Johnson and Smith's study (2005), each case in the research comprises a population A population is defined as a group of individuals with one or more common characteristics of interest to the researcher The population can be a group of individuals with a specific characteristic or a limited subset of that group According to Jones (2010), the population is a complete collection of individuals, events, or any other subject matter that the researcher intends to investigate
The target population of this study includes students majoring in English at the Banking Academy According to statistics from the Faculty of Foreign Languages, the total number of active students in K23 and K24 in 2024 will be 290 However, based on the related limitations mentioned above, there are just 150 respondents can join the survey
A typical sample will be selected to generalize the findings for the community, as including the entire population is a challenge Gay and Diehl (1992) assert that sample selection is a crucial step in conducting a study because the quality of the sample determines the extent to which results can be generalized to the overall population Since conducting research often requires considerable time and effort, results that cannot be generalized are not used If the results are accurate for the group on which a study is based, then all studies will be infinitely replicable
This study focuses on English majors in K23 and K24 students, who are uniform in age and educational program Additionally, they have either completed or are in the process of completing English-related courses at the Bank Academy
According to the study on anticipated sample size by Hair, Anderson, Tatham, and Black, the minimum sample size for an EFA analysis should be five times the total number of variables observed Therefore, 24* 5 = 120 should be the minimal sample size for this investigation The authors of this study met the sample size criteria for the research by gathering data from 126 respondents.
Research instrument
Using a questionnaire is one of the most common and effective methods for data collection in scientific research The main reasons for choosing a questionnaire tool for research include:
Ease of Deployment: Questionnaires are straightforward to implement; all that's needed is to create a set of questions and send them to the research subjects via email, websites, or other means (J C Assefa et al., 2018)
Low Cost: Compared to other methods such as direct interviews or case studies, questionnaires have significantly lower costs, according to R Ali et al (2018) They are utilized in this study to gather data from students Questionnaires can assist in gathering information from a large number of study participants and analyzing the results quantitatively They can also help the authors systematically and objectively collect information on various factors related to the research issue Therefore, using questionnaires is an effective research method for gathering information on factors influencing students' English proficiency
The research’s questionnaire is based on the questionnaire from the study "" by Nguyen Hoang Uyen Chau, Le Thi Thuy Trang, and Tran Thi An (2022) Additionally, the group also references the questionnaire from the study "Factors Affecting the Attitudes of Students Toward Learning English as a Foreign Language." The questionnaire used in this study aims to explore how factors such as learning methods, learning environment, motivation, culture, and English proficiency influence students' attitudes toward learning English as a foreign language Through surveys and possibly observations, researchers aim to identify the most important
21 factors shaping students' attitudes and understand how these attitudes may impact their language learning outcomes
The research questionnaire construction was designed based on the approach of 4 steps including adaptation, development, refinement, and validation
The suggested questionnaire consists of 6 parts with 26 items
PART Variables Number of items
Using Likert with 5 scales: (1) Strongly disagree; (2) Disagree; (3) Neutral, (4) Agree;
- The step of adaption step
It was done concerning the theoretical suggestions in terms of the purposes of identifying salient strategies, strategy grouping, and scales based on the literature
It was conducted depending on first–hand information through focused consultation from survey experts to collect and select relevant strategies, strategy classifying and scales for a draft questionnaire It is necessary for this step to be done as it can ensure that any latest developments or issues related to the format, content, wording or structure of the questionnaire would be specified appropriately in the process of construction This step can also help to establish the salience and up-datedness of the questionnaire
This step was carried out based on the informal reviews of the experts aiming at refining the draft questionnaire with format and content
The field pre-tests were used to ensure the validity and reliability of the questionnaires And it could help to pretest and finalize the questionnaires
+ In terms of questionnaire validity: A pilot survey was done 30 students who were part of the targeted population participated in the survey The basic objective of this survey test was to ensure the workability of the questionnaire before the survey was conducted It is stated that the objective of the pilot survey is to make sure that the target respondents understand all the requirements and find out any other issues that may arise, such as the questionnaire’s length The collected data from this pilot survey was used to assess the reliability and validity of the questionnaires
- In terms of questionnaire reliability: the reliability of the items on the questionnaires was assessed by using Cronbach’s Alpha coefficients and EFA, which were considered a fundamental and standard measurement of the reliability of research instrument and Cronbach’s Alpha coefficients examined the internal consistency of scaled items by examining the average inter-item correlation Thanks to the calculation of Cronbach’s Alpha coefficients and EFA, the researcher knew
23 which questionnaire items were related to each other and which items should be removed or changed (Note that a reliability coefficient of 0.70 or higher; Corrected Item-Total Correlation of more than 0.3 and Cronbach's Alpha if the Item Deleted bigger than reliability coefficient is considered “acceptable” in most social science research situations) Out of these limits, the variable was dropped out.
Data Gathering Procedures
The questionnaire is divided into four parts Part one includes three questions about the respondents' personal information Part two consists of five questions to understand the influence of the "learning motivation" factor Part three contains five questions to explore the influence of the "teacher" factor on students' English learning Part four assesses the influence of the "environment" factor with five questions The five questions in Part Four aim to survey and identify the "learning methods" factor affecting students
The questionnaire was distributed to multiple respondents and the supervisor to identify any unclear areas that needed adjustment After reviewing all the items, their feedback and suggestions were collected Eventually, the necessary adaptations were made to the questionnaire
Step 3: Sending survey via Messenger
This stage involves deciding on the method of reaching out to students via the widely used Messenger application Participants are expected to provide honest responses to all survey questions to ensure accurate results once they receive the link to the Google Form
The data was automatically collected through Google Forms and can be easily exported to Microsoft Excel Subsequently, functions will be utilized in Excel to calculate the percentage of responses.
Statistical Treatments
After the collection of the questionnaires, each completed questionnaire was checked for any data missing if there was Out of the 133 returned questionnaires, 07 of them had not been completed It implied that about 2.4% of the questionnaires hadn’t been fulfilled And they had to be excluded from the database The final number of the valid questionnaire was 126
The data of the questionnaires was entered into 27.0 SPSS software for data analysis manually concerning a frame of coding setup
Theoretically, the coding process consists of the conceptualization and classification of the research data into meaningful and relevant categories The process of data entry asks for a coding frame to be set up and it should involve comprehensive, consistent, and mutually exclusive coding formats All the values of every scale were numerically coded such as agreement scale: strongly disagree = 1, disagree = 2, neutral = 3, agree = 4, strongly agree = 5
The factors that impact ATC’s English Proficiency can be clustered into 7 separate groups
- Group 1: Personal information with 2 variables labeled from PI1 to PI2
- Group 2: Learning motivation with 5 variables labeled from L1 to L5
- Group 3: Teachers with 5 variables labeled from T1 to T5
- Group 4: Environment with 5 variables labeled from E1 to E5
- Group 5: Learning methods with 5 variables labeled from LM1 to LM5
- Group 6: English Proficiency with 4 variables labeled from EP1 to EP4
All of the factors and all of the scales are evaluated by using Cronbach’s Alpha coefficients, Cronbach’s Alpha coefficients are regarded as the basis to reject the variables that have errors
The data cleaning process consists of the error elimination that might occur in the steps of data collection, coding, and entry This process was done as soon as the data entry had been finished A lot of data cleaning checks should be done for miscodes or out of range codes.
Validity and Reliability
First, this study is built on the successes of previous studies on the subject Through reference as well as evaluation of the aspects investigated by the previous studies, this study can become complete to be able to explore the elements that affect the English proficiency of students The survey questions are built on factors that the previous authors also mentioned, so there is logic in the way the survey questions are designed
Second, because the results are made automatically through Microsoft Excel, there is no subjective involvement of another individual
Finally, with the assistance of the supervisor, and colleagues, a pilot test was carried out to receive informative feedback on the clarity and simplicity of the questionnaire items Hence, this study can propose rational questions that can be accessible to students and make some changes to ATC’s English proficiency at Banking Academy
Chapter III focused on presenting the research method of the study The research was designed according to qualitative methods and quantitative methods
(questionnaires) to complete the objectives stated in Chapter I In addition, the author also showed a 4-step data processing process This chapter also described the research sample as well as the instrument and treatment used in the thesis Finally, the author evaluates the reliability and reliability of the data source
RESULTS AND DISCUSSION
Results
Table 4.1 Demographic Profile of the Respondents (N = 126)
Table 4.1 indicates that out of a total of 126 valid responses received, 70.6% of the participants were female, while the proportion of male participants was only 29.4% The significant disparity in gender observed among survey participants is supposed to be due to the predominant enrollment of female students in English language majors in Vietnam, including those at Banking Academy Additionally, the percentage of K24 and K23 students participating in the survey was 35.7% and 64.3%, respectively The purpose of the study focused on students who had completed English major courses, thus primarily targeting K23 and K24 students
4.1.2 Testing the scale by Cronbach’s Alpha reliability coefficients
All variable groups of M, T, E, LM and EP are in the same Case Processing Summary
(Source: SPSS version 27 – based synthesis) a Listwise deletion based on all variables in the procedure
Table 4.3: Reliability Statistics of Lectures Scale
(Source: SPSS version 27 – based synthesis)
Table 4.4: Item-Total Statistics of Facility Scale
(Source: SPSS version 27 – based synthesis) The results of SPSS software version 27.0 assessments of Facility Scale show that Cronbach’s Alpha coefficients for the five items in M scale is equal to 879 (>0.7) which is in a good use; all of the items have Corrected Item – Total Correlation of more than 0.3 The smallest M3 has the smallest one which is 0.633; all of the items have Cronbach's Alpha if Item Deleted of less than 879 with the highest of 0.873 (M3) It implies that the items in (M) scale are accepted and it can be said that all of the items have relatively high internal consistency
Table 4.5: Reliability Statistics of Teachers Scale
(Source: SPSS version 27 – based synthesis)
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 4.6: Item-Total Statistics of Teachers Scale
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
(Source: SPSS version 27 – based synthesis)
It can be seen that Cronbach’s Alpha coefficients for the five items in T Scale is 880 (>0.7) which is in a good use; Corrected All of the items have Item – Total Correlation of all items of more than 0.3 with the smallest of 0.631 (T1); Cronbach's Alpha if Item Deleted of all items are less than 880 with the highest of 0.874 (T1) It can be concluded that all the items in the scale T are accepted with relatively high internal consistency
Table 4.7: Reliability Statistics of Teachers Scale
(Source: SPSS version 27 – based synthesis)
Table 4.8: Item-Total Statistics of Teachers Scale
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
(Source: SPSS version 27 – based synthesis)
The results of SPSS assessments of Environment Scale state that the scale is in good use with Cronbach’s Alpha coefficients of 0.792 (>0.7) and Corrected Item – Total Correlation of all the items in the scale are more than 0.3 The smallest one is E5 of 0.443 E4 has the biggest Corrected Item – Total Correlation of 0.661 Therefore, it is found that there is a high consistency among items
Table 4.9: Reliability Statistics of Learning Methods Scale
(Source: SPSS version 27 – based synthesis)
Table 4.10: Item-Total Statistics of Learning Methods Scale
(Source: SPSS version 27 – based synthesis)
All of the items of Learning methods scale have Corrected Item-Total Correlation of more than 0.3 (the smallest is 0.521 – LM2; the largest is 0.696 – LM5) and Cronbach’s Alpha coefficient is 0.821, bigger than 0.7 and it means that the scale is very good in use Cronbach's Alpha if Item Deleted of all items is less than 0.821 The biggest one is LM2 which is 0.811 and is smaller than 0.821 It means all items can be accepted
Table 4.11: Reliability Statistics of English Proficiency Scale
(Source: SPSS version 27 – based synthesis)
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
Table 4.12: Item-Total Statistics of English Proficiency Scale
Scale Variance if Item Deleted
Cronbach's Alpha if Item Deleted
(Source: SPSS version 27 – based synthesis)
The four items have Cronbach’s Alpha coefficients of 849, implying that all the items in the scale have high internal consistency All the items have Corrected Item-Total Correlation of more than 0.3 with the smallest of 0.646 – EP4 and the biggest of 0.737 – EP3 Cronbach's Alpha if Item Deleted of all the items is less than 849 with the biggest one of 0.833 (EP4) It suggests that the items in the scale S are totally accepted for data treatment
Table 4.13: The First Reliability of Study
Variables Number of items Cronbach’s Alpha
(Source: SPSS version 27 – based synthesis)
Cronbach’s Alpha coefficients for the six variables of Learning Motivation, Teachers, Environment, Learning methods and English proficiency are 0.849, 0.880, 0.792, 0.821 and 0.849 respectively It reveals that the reliability of all the six variables in the model is completely acceptable They are valid for assessing AP students’ English learning satisfaction And they can be used in Exploratory Factor Analysis (EFA)
But according to section 4.1.3 and the EFA test, variable T1 was eliminated from the test, so Cronbach's alpha was also run a second time The results the second Cronbach’s Alpha are shown in the following table:
Table 4.14: The Second Reliability of Study
Variables Number of items Cronbach’s Alpha
(Source: SPSS version 27 – based synthesis)
The outcomes of the reliability investigation utilize Cronbach's alpha value as a key determinant to accept the reliability of the variables The result revealed that the Cronbach's Alpha coefficient for the independent variables, namely learning motivation (.879), teacher (.874), environment (.792), learning methods (.821), and English proficiency (.849), was deemed to be acceptable as per the minimum benchmark of 0.50, as suggested by Sekaran (2003)
Therefore, a total of 23 observed variables remained because of their adequate level of reliability
4.1.3 Testing the scale by EFA
The measurement scale that is used in the research has 20 items of independent variables Cronbach’s Alpha coefficients of all these items can help to ensure the fact that no items must be rejected and the reliability of the items is acceptable
Besides, the index of KMO (Kaiser – Meyer – Olkin Measure of Simping Adequacy), Bartlett’s test and Eigenvalue were also used to ensure the reliability and validity of these 20 items
However, in the Roasted Component Matrix of the first time processing, T1 embodies the characteristics of multiple distinct concepts That is undesirable as it obscures the clarity of this observed variable, potentially hindering the assessment of measurement distinctiveness Furthermore, the two-factor loadings of T1 are only 0.579 and 0.50 According to Hair (2009), the difference between these two-factor loadings is less than 0.2 (0.579 - 0.509 = 0.07 < 0.2), indicating that T1 should be eliminated Thus, a second round of EFA is necessary
Table 4.15: First Rotated Component Matrix
(Source: SPSS version 27 – based synthesis)
Table 4.16: Table of KMO and Barlett’s Test
(Source: SPSS version 27 – based synthesis) + Measure of Sampling Adequacy – KMO
KMO is used to consider the appropriateness of factor analysis If KMO reaches a value of 0.5 or more (0.5 ≤ KMO ≤ 1), it is a sufficient condition for factor analysis to be appropriate If this value is less than 0.5, the factor analysis is likely not suitable for the research data set (Pham Loc, 2018) In this case, KMO is 0.5