Impacts of vietnamese standardized test of english proficiency (VSTEP) on the first year students’ english language learning at university of languages and international studies (ULIS), vietnam nation university, hanoi (VNU)

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ****************** NGUYỄN THỊ LINH IMPACTS OF VIETNAMESE STANDARDIZED TEST OF ENGLISH PROFICIENCY (VSTEP) ON THE FIRST YEAR STUDENTS’ ENGLISH LANGUAGE LEARNING AT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES (ULIS), VIETNAM NATIONAL UNIVERSITY, HANOI (VNU) (NHỮNG TÁC ĐỘNG CỦA KÌ THI CHUẨN HĨA ĐÁNH GIÁ NĂNG LỰC TIẾNG ANH THEO KHUNG NĂNG LỰC NGOẠI NGỮ BẬC DÙNG CHO VIỆT NAM (VSTEP) TỚI VIỆC HỌC TIẾNG ANH CỦA SINH VIÊN NĂM NHẤT TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi, 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ******************* NGUYỄN THỊ LINH IMPACTS OF VIETNAMESE STANDARDIZED TEST OF ENGLISH PROFICIENCY (VSTEP) ON THE FIRST YEAR STUDENTS’ ENGLISH LANGUAGE LEARNING AT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES (ULIS), VIETNAM NATIONAL UNIVERSITY, HANOI (VNU) (NHỮNG TÁC ĐỘNG CỦA KÌ THI CHUẨN HĨA ĐÁNH GIÁ NĂNG LỰC TIẾNG ANH THEO KHUNG NĂNG LỰC NGOẠI NGỮ BẬC DÙNG CHO VIỆT NAM (VSTEP) TỚI VIỆC HỌC TIẾNG ANH CỦA SINH VIÊN NĂM NHẤT TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Tô Thị Thu Hương, PhD Hanoi, 2016 DECLARATION I hereby declare that my thesis submitted for the Faculty of Post-Graduate Studies, University of Languages and International Studies, Vietnam National University has been composed by myself, apart from the help recognized This paper has also not been submitted for any other degree or processional qualification except as specified Hanoi, 2016 Ngu n Thị Linh i ACKNOWLEDGEMENT I would like to send my thanks to many individuals for their invaluable help during the conduct of the research Without their help, the completion of this research project would not have been possible First and foremost, I would like to express my special appreciation and thanks to my supervisor, Dr To Thi Thu Huong for her remarkable supervision, enthusiastic guidance, invaluable support and critical feedback throughout the research Besides my advisor, I would like to thank all the doctors and lecturers of the Faculty of Postgraduate Studies, University of Foreign Languages and International Studies, Vietnam National University, Hanoi for their useful lectures, which are partly applied in this study Next, I wish to send my big thanks to the first year students at University of Languages and International Studies (ULIS), Vietnam National University, Hanoi (VNU) for their cooperation and the valuable information they provided in my research questionnaire Furthermore, I would like to give my heartfelt thanks to my family and friends, especially my mother, for standing by me and for giving me their unconditional love, care, good assistance and patience Finally, my sincere thanks also goes to graders and readers for their valuable evaluation and feedback on this thesis ii ABSTRACT Due to the globalization of the English language, a global testing campaign has been established, specially standardized English proficiency tests According to Templer (2004), these tests have increasingly controlled access into privileged educational and occupational paths in the professional and corporate world, and affected many local language policies In Vietnam, a new national English test - the Vietnamese Standardized Test of English Proficiency (VSTEP) applied at the University of Languages and International Studies (ULIS), Vietnam National University, Hanoi (VNU) and other schools has gradually assumed a greater gatekeeping role This paper aims to investigate the impacts of the VSTEP as a graduation requirement on the first year university students‟ English learning at ULIS The paper begins with some background information about English language‟s role and certification exit requirements The next section discusses the context that induced the introduction and implementation of the policy of using VSTEP certificates to determine graduation eligibility The main part of this paper examines in detail the impacts of the VSTEP test on the learning of English of the first year students at ULIS Finally, the discussion section evaluates the efficiency of the policy, followed by some recommendations iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES vi LIST OF ABBREVIATIONS vii CHAPTER ONE: INTRODUCTION 1.1 The English language education in Vietnam 1.2 Rationale of the study 1.3 The significance of the study 1.4 Aims of the study 1.5 Research questions of the study 1.6 Organization of the study CHAPTER TWO: LITERATURE REVIEW 2.1 The VSTEP 2.1.1 The introduction of the VSTEP as an English certificate exit requirement at ULIS 2.1.2 The basic information of the VSTEP levels 3-5 2.2 Definition of impact and related studies 11 2.3 Impacts of some English tests as a graduation requirement 16 CHAPTER THREE: METHODOLOGY 20 3.1 Introduction 20 3.2 Method of the study 20 3.3 Context of the study 21 3.4 Participants 21 3.5 Data collection instrument 22 3.6 Data collection and analysis procedures 26 CHAPTER FOUR: FINDINGS AND DISCUSSION 28 4.1 Some general information about the first-year students 28 Table 7: Students’ general information 28 4.2 Impacts of the VSTEP on students’ English learning 30 iv 4.2.1 Academic impacts: Learning Content and Learning Methods 30 4.2.2 Affective impacts: goal orientation, motivation, self-efficacy and anxiety 34 CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS 42 REFERENCES 45 APPENDIX I v LIST OF TABLES Table Format of the VSTEP Table VSTEP level conversion table Table VSTEP equivalency table 10 Table 4: Structure of the questionnaire 23 Table 5: Changes of some items in the edited questionnaire compared to original version 24 Table 6: Changes of some items between pilot and main questionnaire 26 Table 7: Students‟ general information 28 Table Impact of the VSTEP on students‟ learning content 30 Table Impact of the VSTEP on students‟ learning methods 33 Table 10 Impact of the VSTEP on students‟ goal orientation 34 Table 11 Impact of the VSTEP on students‟ motivation 35 Table 12 Impact of the VSTEP on students‟ self-efficacy 38 Table 13 Impact of the VSTEP on students‟ anxiety 39 vi LIST OF ABBREVIATIONS VSTEP: Vietnamese Standardized Test of English Proficiency ULIS: University of Languages and International Studies VNU: Vietnam National University, Hanoi MOET: Ministry of Education and Training TOEIC: Test of English for International Communication TOEFL: Test of English as a Foreign Language CEFR: Common European Framework of Reference for Languages DA2020: Đề Án Ngoại Ngữ Quốc Gia 2020 EFL: English Foreign Language ASL: Arabic Second Language HKCEE: Hong Kong Certificate of Education Examination NMET: National Matriculation English Test GEPT: General English Proficiency Test FCE: First Certificate in English IELTS: International English Language Testing System CET: College English Test vii CHAPTER ONE: INTRODUCTION 1.1 The English language education in Vietnam As mentioned by Hoang (2011), English test is one of the six national exit exams at Junior and Senior Secondary School and English is studied as a compulsory subject by 94% undergraduates and 92% graduates at Vietnamese institution However, the teaching activities in classes are not delivered in an effective way for students to achieve sufficient levels of competence to pass the certifications required for recruitment Ha (2007) also argues that the level of communicative competence in English of most Vietnamese employees are still very low, and many freshly graduated students cannot get jobs in foreign companies because of the English language requirements The fact is that most Vietnamese learners still cannot use it effectively as a means of communication after a long period of learning English Pham (2004) estimated that in a class of fifty English major learners, fewer than ten graduates have the sufficient English skills for jobs such as interpreters, translators, tour guides or teachers of English Moreover, according to Ellis (1996) and Pham (2004), English classrooms in Vietnam continue to focus more on grammar-oriented than communicative The current issues point to the fact that Vietnam should upgrade the currently low English teaching and English use standards in order to catch up with the fast globalisation process, sizable inputs and major changes An innovation has been proposed in order to ensure higher standards of English proficiency among students graduating from Vietnamese tertiary institutions One of the main goals of the “National Foreign Languages Project to the year 2020” (DA2020) is to strengthen students‟ English proficiency throughout the educational system A key feature of this English project is to impose graduation standards control; that is, to require graduates to achieve certain minimum standards before they could graduate from their study programmes Therefore, in early 2008, Vietnamese Ministry of Education & Training (MOET) gave an official instruction, requiring universities of academic and affective Besides, although the part 4.1 “some general information of the first-year students” is not directly addressed in the research questions, it is considered as an evidence for making some recommendations in the following chapter 41 CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS From evidence of the questionnaire survey in this study, the VSTEP seems to have had a pervasive impact on the participating students, both in terms of their English-learning behaviors and affective conditions First, the VSTEP has a great impact on students‟ learning behaviour referring to learning content and learning methods The VSTEP seems to be effective in directing students‟ attention to what they need to learn and how they study in order to pass it Current curricula at ULIS are constructed to meet the needs and proficiency levels of students Testpreparatory classes or test-related instruction in regular English classes are offered, so students have been more familiar with the test and a clear direction as to what and how to prepare for it Second, the VSTEP influences students‟ affective conditions In term of goal orientation and motivation, over two third of the students felt that the VSTEP had caused them to clarify their English learning goals, and about three fourth of the students were more motivated to put more effort to learn English It showed that the students usually expressed their willingness to put their effort to learn all language skills However, they seem to put more effort into writing skill than other communicative skills Besides, the VSTEP also has great impact on students‟ self-efficacy and anxiety Approximately 80% of the students reported a higher level of self-efficacy in regard to their overall English ability and to different English skills, especially speaking and writing as a result of preparing for the VSTEP Despite the increasing self-efficacy, however, almost 60% of the students reported that they felt more pressure and anxiety as a result of preparing for the VSTEP, and around one third of the students felt more frustrated with learning English and became more afraid of learning English As mentioned in Chapter two “Literature Review”, tests influence students‟ learning on “both intended positive effects or unintended effects and perhaps negative effects” (Alderson & Wall, 1993; Bachman & Palmer, 1996; Cheng, Watanabe, & Curtis, 2004; Hughes, 2003) In the present study, the exit requirement 42 of the VSTEP has brought about both positive and negative washback Whereas most of the students were motivated to learn English as a result of preparing for the VSTEP, the VSTEP also made many of them feel more anxious about and frustrated with their efforts to learn English The exit requirement may put undue pressure on students because of the concern that they may not be able to graduate if they not pass the test Besides, due to the Vietnamese students‟ and teachers‟ low English level, the VSTEP result is now used to determine the students‟ graduation in a number of universities and colleges and to assess teachers‟ English ability in education field In many public schools, teachers are quired to obtain the VSTEP certificates To be more specific, teachers at primary education need to reach level Level is for teachers at lower secondary education For secondary education, teachers are required to have the VSTEP cerficate of level Therefore, utilizing the VSTEP as an exit requirement can not only push them to study English, but the VSTEP certificate is also beneficial when they seek employment after graduation The VSTEP is a new test and there has no study about it Therefore, based on the findings of the study, some suggestions are made In recent years, due to its usefulness, the VSTEP has quickly become a well-known test compared to IELTS, TOEIC or TOEFL despite a newly applied test However, over one tenth of the first-year students reported that they were not informed of the VSTEP as an English exit requirement by their institution Therefore, school administrators should take place workshops or issues manual about the VSTEP to inform the students of the VSTEP and its related information Moreover, over three fourth of the students said that they would take the VSTEP coaching classes and buy the VSTEP coaching materials However, financial burden may affect their learning In addition, according to the current curricula, students not learn English skills in their third and fourth year Hence, it is necessary for the institution to provide funding for extra English classes or additional educational resources to enhance students‟ 43 learning before taking the test This may raise their confidence level and decrease their anxiety towards the VSTEP This current study constitutes only a first step in investigating the impact of the VSTEP on the first year students‟ English learning at ULIS I employed single type of evidence which is questionnaire, relied on students‟ self-reported responses at one university and investigated the impacts of the VSTEP on only the first year students‟ English learning Therefore, it is recommended that the follow-up studies should use other types of evidence and focus on different types of participants and various settings in order to explore the overall impact of VSTEP on both learning and teaching aspects 44 REFERENCES  Alderson, J C., & Hamp-Lyons, L (1996) TOEFL preparation courses: a study of washback Language Testing, 13(3), 280-297  Alderson, J C., & Wall, D (1993) Does washback exist? 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Preliminary findings from classroom-based research 20th, 2016 Language Testing, 13(3), 318-333  VNU documents Retrieved June https://vnu.edu.vn/upload/vanban/2015/05/06/1610-HD-DHQGHN27Apr2015.PDF 50 APPENDIX QUESTIONNAIRE FOR THE FIRST-YEAR STUDENTS AT ULIS Impacts of Vietnamese Standardized Test of English Proficiency (VSTEP) on the first year students’ English language learning at University of Languages and International Studies (ULIS), Vietnam National University (VNU) (Những tác động kì thi đánh giá lực tiếng Anh từ bậc đến bậc theo Khung lực ngoại ngữ (NLNN) bậc dùng cho Việt Nam (VSTEP) tới việc học tiếng Anh sinh viên năm trường Đại Học Ngoại Ngữ, Đại Học Quốc Gia Hà Nội) Dear students, I am conducting a research survey for my Master‟s degree (MA) at the University of Languages and International Studies (ULIS) I would like to ask for your opinions of your English learning in the university and the impacts of the Vietnamese Standardized Test of English Proficiency (VSTEP) on your English learning, so that ULIS can further ỉmprove the VSTEP Please fill in this questionnaire based on your own experience It should take no more than fifteen minutes to complete All information will be anonymous and treated in the strictest confidence Thank you very much PART ONE: PLEASE TICK ONE APPROPRIATE ANSWER OR PROVIDE WRITTEN ANSWERS 1.1 Which English program of study did you take? ☐7-year program ☐10-year program ☐12-year program I 1.2 What was your English test result at the Vietnam National University (VNU) entrance exam - English proficiecny section? /80 1.3 Are you informed of the VSTEP as an English exit requirement by your institution? ☐No ☐Yes 1.4 Is the required level/score achievable for you? ☐ No Please explain: ☐ Yes Please explain: PART TWO: PLEASE PUT A TICK (√) IN THE APPROPRIATE CELL 2.1 Impact of VSTEP on your learning content Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree Items SA I will work hard to practice English speaking if it is required on the VSTEP I will spend more time practicing English listening if listening gets heavier weight in the VSTEP I am more attentive in the class if the teacher lectures on contents related to the VSTEP I pay more attention to the content that is related to the VSTEP I pay more attention to the words that are labeled as VSTEP vocabulary 2.2 Impact of VSTEP on your learning methods II A D SD Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree Items SA A D SD I will take the VSTEP coaching classes I will buy or have bought VSTEP coaching materials I would like to try any learning methods that can help me perform better on the VSTEP Preparing for the VSTEP influences the way I learn English 2.3 Impact of VSTEP on your goal orientation Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree Items SA A D SD Preparing for the VSTEP makes me have clearer goals in learning English To pass the VSTEP is my major driving force in learning English To pass the VSTEP is my major purpose for learning English 2.4 Impact of VSTEP on your motivation Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree Items SA Preparing for the VSTEP makes me more motivated to learn English I spend more time learning English because of taking or preparing for the VSTEP In order to prepare for the VSTEP, I spend more III A D SD time memorizing English words In order to prepare for the VSTEP, I spend more time watching English movies In order to prepare for the VSTEP, I spend more time listening to English broadcasts In order to prepare for the VSTEP, I spend more time practicing English–Vietnamese translation In order to prepare for the VSTEP, I spend more time practicing English writing In order to prepare for the VSTEP, I spend more time reading English newspapers Preparing for the VSTEP makes me pay more attention to English use in real life The VSTEP makes me feel that the English language is a very useful tool Preparing for the VSTEP makes me feel that learning English is more important In order to prepare for the VSTEP, I spend more time learning English and American literature 2.5 Impact of VSTEP on your self-efficacy Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree Items SA I feel more confident about my English-reading ability as a result of preparing for the VSTEP I feel more confident about my English-listening ability as a result of preparing for the VSTEP I feel more confident about my overall English IV A D SD proficiency as a result of preparing for the VSTEP I feel more able to use English in real situations as a result of preparing for the VSTEP I feel more confident about my English-speaking ability as a result of preparing for the VSTEP I feel more confident about my English-writing ability as a result of preparing for the VSTEP 2.6 Impact of VSTEP on your anxiety Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree Items SA I am under greater pressure to learn English because of preparing for the VSTEP Preparing for the VSTEP makes me feel more anxious about learning English Preparing for the VSTEP makes me feel that I have failed in my efforts to learn English Preparing for the VSTEP makes me more frustrated with learning English I am more afraid of learning English because of preparing for the VSTEP Thank you for your help ! V A D SD ... TEST OF ENGLISH PROFICIENCY (VSTEP) ON THE FIRST YEAR STUDENTS’ ENGLISH LANGUAGE LEARNING AT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES (ULIS), VIETNAM NATIONAL UNIVERSITY, HANOI (VNU). .. thanks to the first year students at University of Languages and International Studies (ULIS), Vietnam National University, Hanoi (VNU) for their cooperation and the valuable information they provided... VSTEP: Vietnamese Standardized Test of English Proficiency ULIS: University of Languages and International Studies VNU: Vietnam National University, Hanoi MOET: Ministry of Education and Training