Washback effects of c1 level test on students’ english learning motivation as perceived by 2nd year mainstream students felte ulis vnu

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER WASHBACK EFFECTS OF C1-LEVEL TEST ON STUDENTS’ ENGLISH LEARNING MOTIVATION AS PERCEIVED BY 2ND- YEAR MAINSTREAM STUDENTS, FELTE, ULIS, VNU Supervisor: Nguyễn Thúy Lan (M.A.) Student: Đình Thị Thùy Course: QH2011.F1.E1 HA NOI - 2015 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHĨA LUẬN TỐT NGHIỆP ẢNH HƯỞNG CỦA KÌ THI C1 LÊN ĐỘNG LỰC HỌC TIẾNG ANH CỦA HỌC SINH THEO NHẬN THỨC CỦA SINH VIÊN NĂM MAINSTREAM, KHOA SPTA, ĐHNN, ĐHQGHN Giáo viên hướng dẫn: Thạc sỹ Nguyễn Thúy Lan Sinh viên: Đình Thị Thùy Khóa: QH2011 F1.E1 HÀ NỘI – 2015 ACCEPTANCE PAGE I hereby state that I: Đình Thị Thùy (QH2011.F.1.E1), being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor‟s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date May 6, 2015 ACKNOWLEDGEMENTS Heartfelt thanks would like to go to all the people without whose encouragement, cooperation, support and contribution, it would be really hard for this research to be fulfilled First and foremost, I would love to send my deepest thanks to my admirable instructor, Ms Nguyen Thuy Lan (M.A.) for her careful guidance and advice through my time Secondly, words cannot express enough my gratitude to the teachers and secondyear mainstream students at FELTE, ULIS (Ha Thu Quynh, Hoang Thi Hai Yen, Nguyen Thi Yen, Ho Thi Thu Huong to name some) for their enthusiasm and cooperative manner Without their supportiveness, I strongly believe, my research would not have finished Thirdly, my thanks should go to my classmate, Tran Phuong Dung for her precious helps during conducting the study Last but not least, I am very honoured to have the continuous support from the librarians at B3 library where I came and borrowed the books or studies available i ABSTRACT The globalization makes English learning become very important to the modernization and industrialization of Vietnam To meet “Basic requirements of English teachers” set by MOET, 2nd-year mainstream students at ULIS have to take C1-level test at the end of the second year at the university This test affects their learning significantly Since there is little research on this in Vietnam, this study was carried out to investigate the washback effects of C1-level test on students‟ English learning motivation in the perception of 2ndyear mainstream students at FELTE, ULIS Hopefully, the research would be a source of reference for the teachers and leadership to understand how students‟ motivation changed during preparing for the test Descriptive statistics was employed to explore the washback effects of the test on students‟ English learning motivation 200 2nd-year mainstream students at FELTE were chosen by cluster sampling method A questionnaire of 30 closeended questions and one open-ended one together with semi-structured interview were utilized to collect data, studying changes in students‟ English learning motivation, factors affecting it and students‟ solutions to negative effects of the test on their learning motivation during preparing for C1-level test The findings indicated that motivation of more than half of the students increased, that their English learning motivation for practical purposes positively changed most, and that major causes of students‟ decrease in motivation were ineffectiveness of the syllabi, worsened self-image, lacks of selfregulatory strategies and grades In addition, students mainly enhanced their learning interest, improved English competence and built learning strategies to motivate themselves These findings suggest that the syllabi need to be more flexible and useful for the students to prepare for the test Moreover, teachers should create chances for the students to share learning approaches and test-oriented learning strategies and pay more attention to students‟ different learning styles and strategies in delivering the lessons ii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii LIST OF ABRREVIATIONS, TABLES, AND FIGURES vi CHAPTER 1: INTRODUCTION 1 Statement of the problem and rationale for the study Aims and objectives .2 Significance of the study .3 Scope of the study Organization CHAPTER 2: LITERATURE REVIEW Washback .5 1.1 Definition of washback 1.2 Positive and Negative washback C1- level test 2.1 C1 level-CEFR 2.2 Level 5/6 according to MOET (C1 level-CEFR) 2.3 C1-level test at ULIS 10 Motivation and factors affecting motivation in L2 learning 11 3.1 Motivation in L2 learning 11 3.2 Theories of Motivation in L2 learning 13 3.2.1 Summary of the main L2 learning motivation theories 13 3.2.2 Theories adopted in the study 14 3.2.2.1 Gardner‟s Motivation Theory 14 a Integrativeness and the socio-educational model of SLA 14 b The Attitude/Motivation Test Battery (AMTB) 16 3.2.2.2 The Dornyei and Otto Process- oriented Model of L2 Motivation 17 3.3 An overview of related studies and research gaps 19 CHAPTER 3: METHODOLOGY 21 Setting and participants 21 Data collection methods and procedures 22 2.1 Instruments 22 2.1.1 Questionnaire 22 iii 2.1.2 Interview 25 2.2 Procedure 26 2.3 Data analysis methods and procedures 27 CHAPTER 4: RESULTS AND DISCUSSION 28 4.1 Research question 1- How C1-level test affects students‟ English learning motivation 28 4.2 Research questions 2- Factors affecting students‟ English learning motivation 31 4.2.1 Quality of the learning experience 31 4.2.2 Sense of autonomy 35 4.2.3 Teachers‟ and parents‟ influence 36 4.2.4 Cooperation and competitiveness in class 40 4.2.5 Influence of the learner group 41 4.2.6 Knowledge and use of self-regulatory strategies 42 4.2.7 Self-concept beliefs 44 4.2.8 Attributional factors 46 4.2.9 Received feedback, praise, grades 47 4.3 Research question 3- Students‟ solutions to negative changes in their English learning motivation 49 CHAPTER 5: CONCLUSION 51 5.1 Summary of major findings 51 5.2 Implications 52 5.3 Contribution of the study 53 5.4 Limitations of the study 54 5.5 Recommendations for further research 55 REFERENCES 56 APPENDICES .60 APPENDIX 1- FORM OF C1-LEVEL TEST 60 APPENDIX 2- MAIN COURSE BOOKS USED FOR QH2013, FELTE 63 APPENDIX 3- ATTITUDE MOTIVATION TEST BATTERY 65 APPENDIX 4- QUESTIONNAIRE FOR STUDENTS 77 STUDENTS‟ PERCEPTION ON FACTOR AFFECTING ENGLISH LEARNING MOTIVATION OF STUDENTS IN STRATEGIC MISSION PROJECT AT ULIS, VNU APPENDIX 5- QUESTIONNAIRE FOR STUDENTS 81 (ENGLISH & VIETNAMESE VERSION) iv WASHBACK EFFECTS OF C1-LEVEL TEST ON STUDENTS‟ ENGLISH LEARNING MOTIVATION AS PERCEIVED BY 2ND-YEAR MAINSTREAM STUDENTS, FELTE, ULIS, VNU APPENDIX 6- INTERVIEW QUESTIONS 91 APPENDIX 7- SAMPLE TRANSCRIPTIONS OF THE INTERVIEWS 93 (Vietnamese version) APPENDIX 8- TRANSCRIPTIONS OF THE INTERVIEWS (English version) 97 APPENDIX 9- SUMMARY OF STUDENTS‟ SOLUTIONS TO NEGATIVE CHANGES IN THEIR ENGLISH LEARNING MOTIVATION .128 v LIST OF ABRREVIATIONS, TABLES, AND FIGURES ABRREVIATIONS MOET Ministry of Education and Training ULIS University of Languages and International Studies FELTE Faculty of English Language Teaching Education VNU Vietnam National University, Hanoi CEFR Common European Framework of Reference for Languages L2 Foreign Language SLA Second language acquisition AMTB Attitude/Motivation Test Battery SDT Self-determination theory Q Question TABLES Table Targeted skills of C1 level – CEFR Table 6-level foreign language capacity framework in Vietnam Table The required English competence with level users Table Assessed components and measures in AMTB Table Aims of question items Table Changes in students‟ English learning motivation during preparing for C1-level test Table Influence of learning experience quality on learning motivation level (for increased motivation level group) Table Influence of learning experience quality on learning motivation level (for decreased motivation level group) Table Influence of sense of autonomy on learning motivation level (for increased motivation level group) vi Table 10 Influence of sense of autonomy on learning motivation level (for decreased motivation level group) Table 11 Impacts of parents on learning motivation level (for increased motivation level group) Table 12 Impacts of parents on learning motivation level (for dropped motivation level group) Table 13 Impacts of cooperation on learning motivation level (for both increased and decreased motivation level group) Table 14 Impacts of competitiveness on learning motivation level (for both increased and decreased motivation level group) Table 15 Influence of learner group on learning motivation level (for both increased and decreased motivation level group) Table 16 Influence of goal setting and self-regulatory strategies on learning motivation level (for increased motivation level group) Table 17 Influence of goal setting and self-regulatory strategies on learning motivation level (for decreased motivation level group) Table 18 Influence of self-concept beliefs on learning motivation level (for both increased and decreased motivation level group) Table 19 Influence of self-worth on learning motivation level (for both increased and decreased motivation level group) Table 20 Influence of attributional factors on learning motivation level (for both increased and decreased motivation level group) Table 21 Influence of feedback and praise on learning motivation level (for both increased and decreased motivation level group) Table 22 Influence of grades on learning motivation level (for both increased and decreased motivation level group) vii I: Your desire to learn English during preparing for the test becomes weaker, right? S6: I think the requirement of C1-level test is too high and I feel like I cannot meet it… So I‟m very pessimistic about my future I: You think that you haven‟t enjoyed learning English Why you feel like that? S6: My teachers are very serious about this test… we don‟t know the form of it very clearly My teachers just deliver knowledge and we don‟t have chance to practice based on the form of the test I: To achieve C1-level test, is your motivation to learn English for practical purposes stronger? S6: I think it‟s very difficult for me, a 2nd-year student, to achieve C1 level within years studying in this university Moreover, this is just a standard test in our university and not recognized by joint-venture companies Their requirements are international certificates like TOEFL or IELTS I: In your opinion, your effort put into English is inconstant Is it true? S6: Yes… I think it was not constant I: In your opinion, the syllabus is not suitable for you Can you explain more about that? S6: I think the most important factor is that we should be hard-working, but the syllabus doesn‟t support us in preparing for C1-level test much English 4C, which facilitates us in revising for the test, is a combination of IELTS and TOEFL parts In addition, it doesn‟t mention the form of C1-level test that we‟ll take I: During learning process, what were problems that you encountered? S6: In the first year studying here, I had problem in pronunciation, and intonation in the second year Now I need to practice more on word stress in sentences I: Are you active in learning in class and at home? S6: In class, I‟m very motivated to learn English since my classmates also learn with me in class However, I don‟t have enough time to practice more because I have to finish my assignments and spend time on other subjects I: Do your parents put too much stress on you about the results? S6: My parents never put stress on my results I mustn‟t fail any subjects I: How did your teachers affect your learning motivation? 115 S6: In my opinion, teachers have significant impacts on students, especially English 4b subject This is Academic English and tends to be boring, but my teacher, Ms Hoai Giang, modified the contents in the books, conducted interesting activities and focused on our writing skill, which made us very motivated to learn I: Are your class members eager to help you with your English learning? S6: We often practice together and exchange our writing paper to receive comments from our friends I: Is there good competitive atmosphere in your class? S6: We have a group in facebook and share materials there My classmates also help friends very much I: Did you set goals for your study? S6: My goal in the first semester was 3.2 of GPA, and achieved 7.0 IELTS in the second year studying here To achieve these goals, I must be always determined and concentrate on my learning I: Do you think that you can improve your English with effort and commitment? S6: I think my English competence have been enhanced very much after years studying here, so I believe I‟ll have some achievements when graduating from the university I: Do you often receive good feedback and high marks from your teachers? S6: Both good and negative feedbacks… The good ones motivate me to learn more and the negative ones help me realize my drawbacks My teachers often give comments in a very positive way….good points first and then what I need to improve… Therefore, negative feedbacks make me try to learn more and more I: What did you to increase your learning motivation? S6: I often talked with my friends, watched entertaining programs in English like Masterchef In this program, a blind contestant, Christin Ha overcame many difficulties to become the winner, which inspired me to try to have good results very much… That‟s all I: That‟s the end of the interview Thank you! STUDENT – S7 116 I: Hello My name is Thuy I‟m a senior student at faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University I am conducting a study on washback effects of C1-level test on students‟ English learning motivation as perceived by second-year mainstream students, FELTE, ULIS By answering my questions, you have contributed a great deal to the success of our study Thank you very much S7: Yes I‟m ready I: The first question Your motivation to learn English to communicate with English speaking people becomes weaker Why is that? S7: Because there is some unpractical part in speaking test like describing pictures, they made my motivation to learn English in order to communicate with English speaking people weaker I: Does your attitude toward English speaking people change? S7: No, it doesn‟t I think that learning English during preparing for the test is not related to my attitude to them I: Do you learn any other foreign languages apart from English? S7: I learn Germany I: How does C1-level test affect your motivation to learn Germany? S7: It just affects my time management I spend almost all of the time on preparing for the test, so the pressure from the test demotivates me a little bit in learning Germany I: You think that your desire to learn English is weaker during preparing for the test? S7: Oh no…this is just a test that I must overcome… my desire to learn English haven‟t changed I: Have you enjoyed learning English in revising for the test? S7: Sometimes preparing for the test makes me quite tired…so it affects my enjoyment in learning quite much I: To achieve C1-level test, does your motivation to learn English for practical purposes become stronger? S7: No… I think C1-level certificate is just an achievement after I‟ve learned in the university for years It is not widely recognized like international certificate like 117 TOEFL or IELTS, so my motivation to pass the exam for this purpose is not higher I: Is your effort put into learning English constant? S7: It‟s not really constant Pressure from the test changes my motivation in learning English, but I must keep my effort to achieve good results I: In your opinion, is the syllabus suitable for you? S7: It‟s not really suitable for me Some parts in the program don‟t support us in preparing for C1-level test I think we should eliminate those parts I: During learning process, what were problems that you encountered? S7: I cannot determine my English competence and the pressure from the test sometimes affected my learning results negatively I: What did you to solve these problems? S7: I tried my best and found some ways to keep my motivation to learn English I: Are you active in learning in class and at home? S7: I‟m quite inactive in class, but active at home since I know what I need to learn more to improve my English at home I: Do your parents put stress on you about the results? S7: Not really…they just set the goals for me to try to achieve like graduating from the university with excellent degree I: Do you feel stressful with this goal? S7: It doesn‟t have influence on me since I really like learning English I: How did your teachers affect your English learning motivation? S7: It depends on how the teachers delivered knowledge Our attitude was positive if they motivated us to learn By contrast, it was quite boring if our teachers just based on the books to teach I: Are they enthusiastic? S7: Yes… all of them are enthusiastic, which makes me like to learn English more I: Were your class members eager to help you with your English learning? S7: Scarcely… My classmates hardly helped each other I: Was there good competitive atmosphere in your class? S7: Not really… some excellent students didn‟t want to show their abilities in class 118 I: How does this atmosphere affect you? S7: Not much… but competitiveness in class is better for me I: Did you set goals for your study? What did you to achieve them? S7: My goal is 8.0 IELTS, but I just achieved 7.0 last year My current goal is achieving C1 level To achieve this goal, I set smaller goals and then try to attain all of them I: Do you think that you can improve your English with effort and commitment? S7: Yes, I I think that once I try my best, I have to attain good results If not, my effort is useless I: Do you often receive good feedback or high marks from your teachers? S7: Feedback that I receive is neither excellent nor negative I: Do your classmates highly appreciate your performance? S7: Oh…it‟s just normal since there are some better students I: Do these comments influence your motivation? S7: No… Motivation is a personal factor… I: What did you to increase your learning motivation? S7: I thought about my original goals and watched something in English I: Anything else? S7: That‟s all I: Thank you very much! STUDENT –S8 I: Hello My name is Thuy I‟m a senior student at faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University I am conducting a study on washback effects of C1-level test on students‟ English learning motivation as perceived by second-year mainstream students, FELTE, ULIS By answering my questions, you have contributed a great 119 deal to the success of our study Thank you very much S8: Ok I: The first question for you In the questionnaire, you thought that your motivation to learn English in order to communicate with English speaking people becomes weaker Why is that? S8: During learning process, we have to learn very much I often feel uncomfortable and stressful From the first year, I wanted to go out and take tours or communicate with foreigners… I still want to it now, but I don‟t have enough time due to too much homework and assignments I: So the test affects your time management, right? S8: Actually, it makes me very tired and demotivated I: Does your attitude toward English speaking people change? S8: No, it doesn‟t I: Do you learn any other foreign languages apart from English? S8: I learn Korean In general, studying two languages simultaneously is very difficult That Korean is hard to learn decreases my motivation At night before Korean lesson, I still have to finish my English homework, so I just finish Korean exercises as soon as possible I: Is your desire to learn English weaker? S8: Yes, it is… I‟m overloaded with the in-class exercises, so I don‟t want to anything more I: So you didn‟t enjoy learning English very much Why? S8: Partly due to teachers Some of them are very interesting, but some of them are very boring Their attitude toward us sometimes is not cooperative I: To achieve C1-level test, does your motivation to learn English for practical purposes become stronger? S8: That aim is just for the future, so my motivation just becomes slightly higher I: Your effort put into learning English is inconstant, is that right? S8: Yes… I just learn right before the upcoming tests, but I‟m not interested in learning on the other days I: In your opinion, the syllabus is not suitable for you Is it true? 120 S8: Yes… I thought it‟s quite suitable, but too heavy to follow since I was a first-year student Until the second year, I cannot follow the program due to too heavy knowledge It also doesn‟t fit my learning styles I just learn if I want, but the textbooks are very thick, which makes me really demotivated The program is also higher than my English competence I: During the process, what were problems that you encountered? S8: Sometimes, I cannot acquire all the knowledge included in the program However, I cannot solve this problem due to my impatience I: Are you active in learning in class and at home? S8: It depends on the subjects in class At home, I learn if I want However almost all of the time, I don‟t want to learn I: Do your parents put too much stress on you about the results? S8: Never… I: How did teacher affect your learning motivation? S8: Teachers play a very important role in class Some of my teachers are very good at motivating us and delivering knowledge, but some of them just ask us to read from the textbooks I‟m very tired of this teaching approach Some teachers even negatively evaluate our ability, I cannot learn effectively in those lessons I: Are your class members eager to help you with your English learning? S8: Yes… they‟ll answer me if I have any questions It‟s simple for us to help friends I: Do your friends‟ help motivate you to learn? S8: Yes… for example, Both I and a friend follow the same aims, which makes ú have higher motivation I: Is there good competitive atmosphere in your class? S8: It‟s normal… when the atmosphere is competitive, I also want to learn… I: Did you set goals for your study? S8: Just a few… I‟m not too serious about learning, so I don‟t pay much attention to setting goals in learning To prepare for a test, I just cram for a few days before the test day I: Do you think that you can improve your English with effort and commitment? 121 S8: Yes if I try my best… but I don‟t have any motivation to learn…the program is heavy and boring… I: Do you often receive good feedback or bad marks from your teachers? S8: No… I: Do your classmates highly appreciate your performance? S8: Sometimes… uhm…good comments motivate me and negative ones demotivate me a little bit I: What did you to increase your English learning motivation? S8: I used facebook to search something interesting about English to watch Sometimes, I stopped learning for a short time I also found more information about culture of English-speaking countries, so I felt more motivated in their language I: Do you want to add something? S8: No… I: That‟s the end of the interview Thank you very much! STUDENT – S9 I: Hello My name is Thuy I‟m a senior student at faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University I am conducting a study on washback effects of C1-level test on students‟ English learning motivation as perceived by second-year mainstream students, FELTE, ULIS By answering my questions, you have contributed a great deal to the success of our study Thank you very much S9: Yes I: The first question for you In the questionnaire, you thought that your motivation to learn English in order to communicate with English speaking people becomes weaker Why is that? S9: I am under the pressure of C1-level test… I have to finish homework Therefore, I have less time to go out and communicate with English-speaking people Sometimes I don‟t want to go out due to my homework As a result, my motivation 122 to communicate with foreigners becomes significantly weaker I: Does your attitude to them change? S9: No, It doesn‟t I: Do you learn any other foreign languages apart from English? S9: I‟ve taken a Japanese course before I: How does C1-level test affect your motivation to learn Japanese? S9: It motivates me to learn Japanese Japanese is new and interesting to me Its culture is also totally different from other Western ones Moreover, English is very difficult and I have to homework and assignments vary much, so I prefer Japanese I: Is your desire to learn English stronger during preparing for C1-level test? S9: No… I just learn to pass the exam, so I am not interested in English anymore Too many deadlines and difficult assignments make us stressful and demotivated I am always stressful and tired I: To achieve C1 level, does your motivation to learn English for practical purposes increase? S9: Yes… I‟ve searched on the Internet about the requirements of the employers C1 certificate is also one of them So I try to learn English more for this purpose I: Is your effort put into English constant? S9: No, it isn‟t It fluctuates wildly Sometimes I‟m very excited to learn but I don‟t want to learn anything at the other time I: In your opinion, is the syllabus suitable for you? S9: Some of them are suitable for me, but it‟s quite heavy in general However, it fits my learning styles I: What were your problems that you encountered during learning process? S9: My biggest problem is time management We have classes all the day, and start learning at home at about p.m The second problem is great amount of knowledge that we have to attain Sometimes, I have to take other lessons while I don‟t understand thoroughly the previous lessons I: How can you overcome these difficulties? S9: I often set a schedule for each subject, but I cannot follow it in a very short time 123 I: Are you active in learning English in class and at home? S9: I‟m nearly inactive in learning I just finish homework for the teachers to check and hardly more exercises I: Do your parents put stress on you about the results? S9: No, they don‟t When knowing my results, they often encourage me very much Therefore, my motivation becomes higher I: How did your teachers affect your learning motivation? S9: Some teachers have positive effects but some have negative ones Some teachers create comfortable atmosphere and gives exercises with medium level of difficulty However, some of them give difficult exercises, which makes us very anxious I: Were your classmates eager to help you with your English learning? S9: Yes, they were We often learn vocabulary together When studying together, I will search more information or learn more at home to keep up with my friends I: Was there good competitive atmosphere in your class? S9: No there wasn‟t My class is not active, demotivating me quite a lot I: Did you set goals for your study? What you to achieve these goals? S9: Yes… My goal in the first year was achieving score of A and B, and I succeeded However, it‟s very bad this year To achieve the goals, I need to be hard-working I: Do you think that you can improve your English with effort and commitment? S9: Yes, I believe, but I‟m not sure about that I: Do you often receive good feedback or high marks from your teachers? S9: I often receive good comments on presentation skill, and quite negative ones on listening skill I: How your classmates evaluate your performance? S9: So so… sometimes I have new ideas when working in groups I: How positive and negative feedback affect you? S9: When receiving good comments, I study very hard at home, but sometimes I don‟t study at home I: What you to increase your learning motivation? S9: Just by entertaining I go to Hoan Kiem lake, talking with foreigners and watch 124 films That‟s all I: That‟s the end of the interview Thank you! STUDENT 10 – S10 I: Hello My name is Thuy I‟m a senior student at faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University I am conducting a study on washback effects of C1-level test on students‟ English learning motivation as perceived by second-year mainstream students, FELTE, ULIS By answering my questions, you have contributed a great deal to the success of our study Thank you very much S10: Yes I: The first question for you In the questionnaire, you thought that your motivation to learn English in order to communicate with English speaking people becomes weaker Why is that? S10: The lessons relate to many themes and communicative sentences However, our reaction to communicative situations is very slow I‟ve tried going to Hoan Kiem lake and speaking with foreigners My reaction and use of language was very slow although I have quite rich academic vocabulary I: Are there any changes in your attitude toward English speaking people? S10: No, there aren‟t I: Do you learn any other foreign languages apart from English? S10: I learn Chinese I: So, how does C1-level test affect you Chinese learning? S10: No…there is no impact on my Chinese learning I: Is your desire to learn English weaker during preparing for the test? S10: The lessons are difficult for me I want to improve my listening skill especially note-taking technique which is not included in the textbooks It‟s also hard for me to find supplementary about it That I feel I‟m worse than my classmates makes me demotivated I: To achieve C1-level test, does your motivation to learn English for practical 125 purposes become stronger? S10: If I pass the exam, it will be easier for me to find a good job I: Is your effort put into learning English constant? S10: No… I‟ve started revising for the test at the beginning of this semester I‟ve spent too much time on my part-time job before, so I cannot balance between it and learning I: So which affects you, part-time job or the test? S10: Both of them, but mainly because of the part-time job I: In your opinion, is the syllabus suitable for you? S10: Yes… it is suitable for me and fits the format of the test I: What were your problems that you encountered? S10: My difficulties are speaking and listening Sometimes I practice listening without any interests I: Are you active in learning both at home and in class? S10: I‟m very active I‟ve set my goal which is passing c1-level test and I will pursue it I: Do your parents put too much stress on you about the results? S10: They let me try to learn by myself I: How your teachers affect your English learning motivation? S10: All of them are very enthusiastic I: Were your class members eager to help you with your English learning? S10: That we often peer-check and help friends very much makes me believe that I can improve my English competence I: Do you think that you can improve your English with effort and commitment? S10: Not really…It‟s even hard for me to gain my motivation to learn and I cannot improve my ability despite my effort now I: Do you often receive good feedback and high marks from your teachers? S10: Sometimes… but they don‟t affect me much since I‟m aware of my ability I: Do your classmates give good comments on your performance? S10: My classmates always motivate me to learn not depending on their comments I: What did you to increase your English learning motivation? S10: I watched films, read English stories with subtitle or asked an excellent classmate 126 to check my work for me I: Anything else? S10: That‟s all I: Ok Thank you very much! 127 APPENDIX 9- SUMMARY OF STUDENTS’ SOLUTIONS TO NEGATIVE CHANGES IN THEIR ENGLISH LEARNING MOTIVATION Set the goals - Set the goals by themselves and try to achieve these goals - Make a plan for self-study - Think about the hope that their family put on them - Improve learning methods in order to have a sense of initiative in learning Think about the future - Think about their plan in the future and how important English is to these plans (be confident in communication, find a good job) - Imagine the consequence of failing the exam so that they will learn harder Learn from people around them - Learn the tips from excellent students and people with passion in learning English - Work in small groups to practice speaking in English - Have companions to try to improve English competence together - Share feeling about the pressure of the test learning process, their difficulties with friends - Try to keep up with friends in learning English Improve learning motivation through media - Watch videos that motivate people on the Internet - Follow celebrities and successful people on facebook - Like the pages related to English on facebook and read blog of hot bloggers to gain tips to learn English better - Watch American films, liveshows, and reality show, listen to US-UK music to improve vocabulary and listening - Play games that people must use English on the Internet Take part in extra-curricular activities - Create opportunity to communicate with English speaking people by travelling or going to places of interest in Hanoi where there are many foreign visitors 128 - Take part in activity organized by foreign organization - Join English clubs - Learn English songs to improve pronunciation Learn more about English-speaking countries - Study general geography of each English speaking country - Enhance knowledge in different fields by reading English materials - Read favorite parts in English books, stories and journals - Watch reality shows (master chef) → Improve vocabulary and understand more about Western culture Others - Search more information about studying overseas, scholarship and students exchange programs, then try to improve English to take part in - Work as a tutor teaching English - Do the homework to understand the lesson 129 ... test on students? ?? English learning motivation as perceived by 2nd- year mainstream students, FELTE, ULIS, VNU? ?? with an aim to explore what effects this test has on English learning motivation of 2nd- year. .. VIETNAMESE VERSION) iv WASHBACK EFFECTS OF C1- LEVEL TEST ON STUDENTS? ?? ENGLISH LEARNING MOTIVATION AS PERCEIVED BY 2ND- YEAR MAINSTREAM STUDENTS, FELTE, ULIS, VNU APPENDIX 6- INTERVIEW QUESTIONS ... investigate the washback effects of C1- level test on students? ?? English learning motivation in the perception of 2ndyear mainstream students at FELTE, ULIS Hopefully, the research would be a source of reference