Tác động của VSTEP lên việc học tiếng Anh của sinh viên năm nhất ULIS, Đại học Quốc gia Hà Nội: Luận văn thạc sĩ Ngôn ngữ Anh

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 HÓA ĐÁNH GIÁ NĂNG LỰC

TIẾNG ANH THEO KHUNG NĂNG LỰC NGOẠI NGỮ 6 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 HÓA ĐÁNH GIÁ NĂNG LỰC

TIẾNG ANH THEO KHUNG NĂNG LỰC NGOẠI NGỮ 6 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

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.

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 gate-

keeping 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

1.1. The English language education in Vietnam ........................................... 1

1.2. Rationale of the study ............................................................................... 2

1.3. The significance of the study .................................................................... 2

1.4. Aims of the study ...................................................................................... 3

1.5. Research questions of the study ............................................................... 3

1.6. Organization of the study ........................................................................... 3

CHAPTER TWO: LITERATURE REVIEW ...................................................... 5

2.1. The VSTEP ............................................................................................... 5

2.1.1. The introduction of the VSTEP as an English certificate exit requirement at ULIS. .................................................................................... 5

2.1.2. The basic information of the VSTEP levels 3-5 ................................ 6

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

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 1 ......................................................................................................... I

LIST OF TABLES

Table 1. Format of the VSTEP................................................................................ 7

Table 2. VSTEP level conversion table .................................................................... 9

Table 3. 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 8. Impact of the VSTEP on students‟ learning content ................................. 30

Table 9. 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

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

and colleges to articulate their graduation standards, among which is the English

requirement, by the end of the same year.

1.2. Rationale of the study

Since August 15th, 2015, ULIS-VNU has used the VSTEP as an exit test for

all students. This proficiency test is completely new in Vietnam and there has no

study on this. Therefore, I would like to conduct this study in order to explore its

impact on students‟ English learning at ULIS.

Students at ULIS have to achieve certain level of the VSTEP required by the

university before graduation. Therefore, the test would have certain impacts on

their learning. Among students at different years, the first year students are those

who just enter a new learning environment. The transition from high school to

higher education is considered the most stressful period for the first year university

students. Adapting to the new environment makes them experience many

unexpected circumstances. Different workload such as assignments, varied teaching

methods, and working with other students and lecturers are some examples of these

unexpected circumstances. Thus, knowing the impact of the test on the first year

students‟ learning of English would be helpful to both lecturers and students in their

teaching and learning.

As mentioned before, the VSTEP is a new test, so an investigation of its

impacts on students‟ learning of English at ULIS-VNU could be seen as an example

of research on test impact, which has become a significant area of interest in

language testing in recent years.

1.3. The significance of the study

This is a small-scale empirical study of test impact in Vietnam. It is one of

the first studies exploring the impacts of the VSTEP - a new English proficiency

test in Vietnam, so this study would fill in the research gap on the VSTEP. The

study is potentially significant in that it provides an insight into the impact of an

exit test on English language learning in University of Languages and International

Studies (ULIS). Most importantly, the study highlights the voices of students, the

very people at the centre of the learning process.

The findings of this study should provide some important information to help

the institution; on the other hand, to further improve the test itself for more

beneficial impacts, i.e to enhance English teaching and learning through the design

and administration of the test and to improve the policy and implementation of the

English graduation requirement.

1.4. Aims of the study

This study was conducted to investigate the impacts of the VSTEP on the

first year students‟ language learning at University of Languages and International

Studies (ULIS) – Vietnam National University (VNU). Following the study of

Hongli Li, Qi Zhong and Hoi K Suen (2012), the researcher would like to

investigate the impact of VSTEP on ULIS students‟ English learning in two ways:

academic and affective. The academic impact refers to the VSTEP‟s influence on

“students‟ English - learning behavior, as this pertains to learning content (i.e., what

students study) and learning methods (i.e., how they study)”, whereas affective

impact refers to the VSTEP‟s influence on “students‟ affective conditions, such as

goal orientation, motivation, self-efficacy, and anxiety.” (Hongli Li, Qi Zhong and

Hoi K Suen, 2012: 82).

1.5. Research questions of the study

Research question 1: How does the VSTEP influence the students’ English

learning behavior in terms of learning content (i.e., what students study) and

learning methods (i.e., how they study)?

Research question 2: How does the VSTEP influence the students’ affective

conditions such as goal orientation, motivation, self-efficacy, and anxiety?

1.6. Organization of the study

The study consists of 5 chapters

Chapter 1: Introduction of the research

Chapter 2: Literature review (Other researches on this topic are discussed)

Chapter 3: Methodology (the way the researcher collected the data as well as

analysis them is showed)

Chapter 4: Findings and discussion

Chapter 5: Conclusion and recomendations

CHAPTER TWO: LITERATURE REVIEW

2.1. The VSTEP

2.1.1. The introduction of the VSTEP as an English certificate exit

requirement at ULIS.

It has been obvious that many tertiary institutions integrated graduation

standard control into study programmes which was essential for assuring the quality

of institutions‟ qualifications. There have been several means to achieve the goal.

Most universities in Vietnam adopted standardized English proficiency tests such as

Test of English for International Communication (TOEIC) and Test of English as a

foreign language (TOEFL), either self-developed tests or external public tests, as

the means of standards control. ULIS is an example of this policy. The institution

has newly applied a national English proficiency test called Vietnamese

Standardized Test of English Proficiency (VSTEP) and required all the students to

submit evidence of the required English level measured by the VSTEP for

graduation.

The VSTEP is a standardized test designed to measure the English

proficiency of undergraduate students at ULIS. The test is based on the Common

European Framework of Reference for Languages (CEFR) and be relevant to the

context of English use in Vietnam. Students are expected to take the VSTEP from

the end of their second year till the last year at ULIS. The VSTEP are held several

times a year; therefore, students can take the test many times while at the university.

The test targets level 3 to level 5. The students of ULIS need to achieve level 5

which is equivalent to the level C1 of the CEFR test. Like most of the CEFR - based

test, VSTEP consists of four sections: listening, reading, writing and speaking. The

innovation - setting the VSTEP as a graduation requirement – is expected to have

impacts on what and how teachers teach and what and how students learn, thereby

promoting students‟ English skills development.

2.1.2. The basic information of the VSTEP levels 3-5

2.1.2.1. The origin of the VSTEP

It is clearly that English has played a predominant role in the foreign

language teaching program at tertiary level in Vietnam for a long period (Hoang

Van Van, 2008). In 1986, opening the door of Vietnam to the world and under the

impact of globalisation and internationalisation in higher education lead to the

demand for enhancing English language teaching and learning which is one of the

most important purposes of higher education renovation in Vietnam. The

Vietnamese government also seems to prioritise this goal when it officially adopted

the Common European Framework of Reference for Languages (CEFR) as the

national framework of reference for foreign language education in Vietnam in 2008

under Decision 1400/QĐ-TTG. Decision 1400/QĐ-TTG is to approve DA2020 and

one of the duties of the DA 2020 is to design and apply a tool for assessing English

proficiency of Vietnamese students.

Therefore, linguists and educators created a local CEFR-V; that is, a

Vietnamese version of the Common European Framework of Reference for

Languages, a set of standards used in teaching English in Vietnam. According to Circular No. 01/2014 / TT – 01- Ministry of Education & Training on January 24th,

2014, Minister of Education and Training has issued the Vietnameses Standardized

Test of English Proficiency (VSTEP) for levels from 3 to 5. It is applied to foreign

language training institutions, language training, and language learning in the

national education system.

2.1.2.2. The format of the VSTEP

There are four parts in the test:

Part 1: Listening _40 minutes

Part 2: Reading _60 minutes

Part 3: Writing_60 minutes

Part 4: Speaking_12 minutes

Table 1. Format of the VSTEP

Parts Time Numbe Item/ task type Aims

r of

items/

tasks

35 Test-takers listen to short To test different Listening About 40

minutes multiple exchanges, instruction/ listening sub-

(including -choice announcements, skills from level

time to items coversations and longer 3/B1 to 5/C1:

transfer (MCQ) talks and then do the listening to

multiple choice questions. specific answers

into the information,

answer main ideas,

sheet. opinions,

purposes

inferences....

60 minutes 40 Test-takers read 4 texts on To test different Reading

(including mutilple various topics relevant to reading sub-

time to -choice level 3/B1-level 5/C1, skills from level

transfer items around 1900-2050 words 3/B1 to 5/C1:

answers in total, then do the reading for

into the multiple choice questions. specific

answer information,

sheet. main ideas,

opinions,

purposes

inferences,

meaning of

words....

2 tasks Task 1: Time limit: 20 To test written Writing 60 Minutes

minutes. Length: 120 interaction skills

words at least. Weighting: and written

10/30. Test takers write a production

(n) letter/ email in skills.

response to a (n) given

letter/ email.

Task 2: Time limit: 40

minutes. Length: 250

words at least. Weighting:

20/30. Test takers write

an essay on a given topic,

using his/ her experience

and knowledge to support

his/ her arguments.

Task 1: Social Interaction: To test various Speaking 12 minutes 3 tasks

test-takers have to answer speaking skills:

three to six questions of interaction,

two different topics. discussion and

Task 2: Solution presenting a

Discussion: test-takers are topic to the

provided with a situation audience.

and three proposed

solution options and is

required to give opinions

about the best solution

and counter-arguments for

the others.

Task 3: Topic

Development: test-takers

develop a given topic. He/

she can use the ideas

provided in the form of a

mind-map and/ or use his/

her own ideas to develop

the topic, followed by

some further questions.

(My translation from http://ulis.vnu.edu.vn/taxonomy/term/205/3273)

2.1.2.3. Score conversion tables

Table 2. VSTEP level conversion table

Average Proficiency General description

score level

0 – 3,5 Not mention No description

4,0 – 5,5 3 Can understand the gist of a text or a standard speech

clearly on familiar themes in work, study,

entertainment, ...

Can handle most situations occurring when travelling

in the areas where the language is used.

Can write simple texts related to familiar topics or

personal interests.

Can describe experiences, events, dreams, hopes,

aspirations and possibly give a short presentation of

reasons explaining their ideas and plans.

6,0 – 8,0 4 Can understand the main ideas of a complex text on

both specific and abstract topics, including

technological exchanges in their field.

Can communicate fluently, naturally so that regular

communications with native speakers do not make any

difficulties for both sides.

Can write texts clearly about different topics and can

give explanation for their views on a topical issue,

point out the advantages and disadvantages of different

options.

8,5 – 10 5 Can understand long and difficult texts and identify

implications.

Can express the ideas fluently, promptly and do not

take time to find words or phrases to express the ideas.

Can use the language flexibly and effectively serving

the social/ academic/ professional purposes.

Can write texts clearly and cohesively on complex

topics, demonstrating the great ability of using types of

writing organizations, conjunctions and linking words

or phrases.

(My translation from http://ulis.vnu.edu.vn/taxonomy/term/205/3273)

Table 3. VSTEP equivalency table

The table below shows comparisons between various test scores and level

systems (like TOEFL, TOEIC, IELTS) and the VSTEP level system.

Level TOEFL TOEFL TOEIC Cambridge IELTS

(VSTEP) ITP iBT (0-990) Tests (0-9,0)

(310-677) (0-120) (0-100)

450 45 450 70 - 89 PET 4,0 – 5,0 Level 3

45 - 59 FCE

500 61 600 90 – 100 PET 5,5 – 6,5 Level 4

60 – 79 FCE

550 80 780 80 – 100 FCE 7,0 – 8, 0 Level 5

60 – 79 CAE

(The above scores are minimum that test takers need to achieve)

(My translation from https://vnu.edu.vn/upload/vanban/2015/05/06/1610-HD-

DHQGHN-27Apr2015.PDF)

2.2. Definition of impact and related studies

Recently, in language testing research, some researchers have distinguished

between „washback‟ and „impact‟. According to Wall (1997), test impact is “any of

the effects that a test may have on individuals, policies or practices, within the

classroom, the school, the educational system or society as a whole” whereas

washback is “the effects of tests on teaching and learning” (p. 291). Bachman and

Palmer (1996) considered washback as one dimension of test impact; thus, the

impact of the test is divided two levels: the micro level, such as the effect of a test

on individual students and teachers, and the macro level, such as the impact on

society and its educational systems. These definitions made the assumption that

“tests or examinations can or should drive teaching, and hence learning” (Cheng &

Curtis, 2004: 4).

At micro level, since the 1990s, the term „washback‟ (Alderson & Wall,

1993) in the field of applied linguistics and „backwash‟ (Biggs, 1996) in general

education has been used to refer to the impact which occurs in the form of teaching

and learning directed towards a test, in terms of both intended positive effects or

unintended effects and perhaps negative effects (Alderson & Wall, 1993; Bachman

& Palmer, 1996; Cheng, Watanabe, & Curtis, 2004; Hughes, 2003). Concurring

with this, Taylor (2005) also said that washback can be considered positive

(beneficial) or negative (harmful). Positive washback encourages good teaching and

learning practices while negative washback encourages bad teaching and learning

practices. Shohamy (1992) also focuses on washback in terms of language learners

as test-takers by describing "the utilization of external language tests to affect and

drive foreign language learning in the school context" (p. 513). Alderson and Wall

(1993) proposed the washback hypotheses which provide clear guidelines on the

areas that might be influenced by washback. For example, a test will influence

teaching and learning; a test will influence what learners learn and how they learn;

and a test will influence the rate, sequence, degree, and depth of teaching and

learning. Similarly, Hughes (1993) pointed out that a test will first influence the

participants‟ perceptions and attitudes, then how they perform, and finally the

learning outcomes.

In a broader way, Bachman and Palmer (1996) argued that washback was a

more complex phenomenon than simply the effect of a test on teaching and

learning. They think the impact of a test should be evaluated with reference to the

contextual variables of society's goals and values, the educational system in which

the test is used, and the potential outcomes of its use. Hughes (2003) also had the

same opinions as Bachman and Palmer when he defined washback as “a part of the

impact a test may have on learners and teachers, on educational systems in general,

and on society at large” (p. 53).

Despite different terms defined by different researchers, they all referred to

different aspects of the same phenomenon. Research studies showed that impact/

washback was an educational phenomenon related to (1) the relationship between

teaching, learning and testing, and the relationship between different curriculum

components, and to (2) curriculum change and innovation.

The term „washback‟at a micro level used interchangeably with impact was

chosen in this study as it was the most commonly used in the field of applied

linguistics. Moreover, Wall (1997) interpreted washback that it includes test effects

on teaching and learning. For the purpose of this study, the term impact meaning

„washback at micro level‟ is completely suitable as it covers the impact of the

VSTEP as a graduation requirement on the first year students‟ learning at ULIS.

The influence of washback has been observed on various aspects of learning

and it has been found that the washback was generated by numerous mediate

factors. There have been many research projects looking at washback carried out in

several different countries and contexts such as: Netherlands school language exams

(Luijten, 1991); a needs-based exam at a Turkish university (Hughes, 1988); the

national university entrance examination in China (Li, 1990); the various exams and

exam revisions in Hong Kong (Andrews, 1994; Cheng, 2005; Fullilove, 1992; Lam,

1994); the reformed high school entrance exam and a new test in Taiwan (Chen,

2002; Shih, 2007); washback in language testing (Balley, 1999). It is worth

examining some of these studies in a little more detail.

Shohamy (1993) and Shohamy et al. (1996) conducted two research projects

in the Israeli context to examine the washback of an interactive English Foreign

Language (EFL) oral matriculation test on teaching. They concluded that test

impact was multi-faceted towards teaching. Based on their conclusion, Ferman

(2004) later used questionnaires to explore students‟ views of the English Foreign

Language (EFL) oral matriculation test and found differential washback on learners,

according to proficiency level. The researcher found that low ability students

prepared for the test more intensively, including private tutoring and memorising

prompts. These students generally believed that they could improve their scores by

cramming, and studied independently for areas of the test that were not covered in

class. Additionally, students at the middle ability level said that they experienced

the highest average levels of anxiety and felt that the test was one of the most

important factors leading to improvement in their language skills. Therefore,

washback appeared to be most intense for students at this level.

In a study investigating the impact of an Arabic Second Language (ASL)

test, Shohamy et al. (1996) found that the ASL test did not generate a high degree of

washback on students‟ learning, and the effects decreased as time went by. In spite

of changing teaching and learning, the test had not successfully raised the role of

Arabic. It is found that the stakes of the test were low and teachers thought that the

test was not useful for facilitating higher-level learning; therefore, the influence of

the ASL test only lasted for a short period of time. Shohamy et al. draw a

conclusion that washback could change over time due to the language status, the

importance of the test, , the purpose of the test, the format of the test, and the skills

tested.

Cheng (1997, 1998, 1999, 2004, 2005) conducted a large-scale quantitative

and qualitative empirical study with the aim of investigating the influences of the

modified Hong Kong Certificate of Education Examination (HKCEE) which was

taken by most secondary school graduates. In order to find out the washback of

HKCE on students‟ learning, she used questionnaire and received responses from

42 students. The students' data revealed that the HKCEE played "a 30% role in their

learning," followed by the influence of future jobs, their parents' concerns, and

competition with their classmates (ibid., p. 47). Thus Cheng (1997) concluded the

students felt that the exam is the single greatest factor influencing their English

progress. In her later 1998 study, Cheng found that students still retained their

original learning processes, learning strategies, and individual motivations to learn

English although they shifted their attention after the test content was change. With

respect to washback from HKCEE on students‟ feelings and attitudes, Cheng (1998:

296) pointed that students expressed mixed feelings towards the test itself. They

recognized that they had motivation to achieve good scores due to the test; on the

other hand, they thought that exams were not an accurate reflection of all aspects of

their study.

Li (1990) did a research titled “the National Matriculation English Test

(NMET)” for entrance examination to all universities in China. The aim of NMET

was to produce a positive washback effect on school teaching and learning. Li

suggested that due to a large number of people taking this test annually (about three

million), it could be seen as a high-stakes test. Li discovered that while teachers felt

uncomfortable with the NMET, students were much more adaptable and accepted

the new testing methods quite readily, due to the significant influence of the test on

their future opportunities.

Chen (2002) explored the nature and scope of the impact of a reformed high

school entrance exam associated with educational reform. Chen found that there

was a mismatch of goals between the new curriculum and the reformed test. The

new curriculum aimed to promote a communicative syllabus for classroom teaching

and learning. However, it was unclear towards how students‟ communicative

competence could be assessed and whether washback from the test made classroom

teaching more interactive because the new test used multiple choice format and it

excluded oral and aural tests.

Shih (2007) investigated the washback of the General English Proficiency

Test (GEPT) on English learning in Taiwan. According to the researcher, the GEPT

had made various but limited degrees of washback on learning. Although it had no

impact on some students, it motivated other students to study English for a short

period of time. Students reported they often used commercially-written practice

books as materials for test preparation after school. Besides, they took preparatory

courses at cram schools as learning strategies. Based on these, Shih drew a

conclusion that the GEPT generated little washback, because of the status of the

test, students‟ learning attitudes, and departmental policies.

From the review of these studies, it is suggested that tests have an intense

impact on students‟ learning, and that individual learners have experienced this

influence in different ways.

Besides the listed studies, there have numerous studies also examining the

nature of washback, how it works, and its effects. A summary offered by Wall and

Horak (2007) showing that a number of studies have examined the impact of

international tests such as the Test of English as a Foreign Language (TOEFL)

(Alderson &Hamp-Lyons, 1996; Hamp-Lyons & Brown, 2005), the First Certificate

in English (FCE) (Tsagari, 2006) and the International English Language Testing

System (IELTS) (Green, 2006; Hawkey, 2006; Hayes & Read, 2004). The most

common findings from these studies are that these tests do influence teaching and

learning. Nevertheless, Wall (2000) found that most studies have investigated how

testing influences classroom teaching, whereas studies on how testing influences

students‟ learning and their behaviors are relatively few.

2.3. Impacts of some English tests as a graduation requirement

There have been many studies related to the today‟s trend in language testing

field which are using English proficiency tests as a graduation requirement for

students. Among several studies, there are three studies which are worth focusing

on in more detail.

The first study was conducted in context of Taiwan titled “The impact of

implementing English proficiency tests as a graduation requirement” at Taiwanese

universities of technology by Hui-Fen Hsu (2009). The researcher explored the

impacts of a new educational policy on two groups of university students: non-

English major students who had to pass one of a set of English proficiency tests at a

specified level as a graduation requirement and major English students who did not

prescribe any English graduation requirement. The results of the study showed that

washback on students‟ learning related to three aspects: students‟ learning context,

students‟ perception of the impact of the test and their learning. With respect to the

students‟ learning contexts, the implementation of English proficiency tests as a

graduation requirement did have a minimal washback effect on the classroom

activities and it did not encourage more English-medium activities outside class.

With regard to students‟ perceptions of the impact of English proficiency tests,

although students really did not like examinations, examinations seemed to be one

of their key motivations for learning English, indicating the important role of

examinations in students‟ lives. The study revealed that imposing the new

regulation might have changed certain aspects of the students‟ attitudes towards

teaching and learning, but the regulation did not seem to have changed their

attitudes towards the function of examinations. With regard to students‟ learning,

students who had to comply with the graduation regulation seemed not to be making

a concerted effort to prepare for English proficiency tests. As a means of motivating

students to engage in more English language learning, the graduation requirement

was not proving effective.

The second study titled “the TOEIC® Test as an Exit Requirement in

Universities and Colleges in Danang City, Vietnam: Challenges and Impacts”

carried out in Vietnam by Thuy Nhan (2013). The researcher drew a conclusion

from her personal experience and the data from the questionnaires. The policy to

use TOEIC® to decide students‟ graduation eligibility in Danang‟s institutions has

increasingly confirmed the gate-keeping role of the English language and

accordingly, disadvantaged certain groups of students. There are many factors

affecting to the effectiveness of the test and learning enhancement such as social

and educational backgrounds and demands for learning English. The researcher

pointed that the effectiveness of the policy in Danang City is yet to be seen. This

policy has existed many problems that need to be solved. Therefore, English

programs and teacher training should be modified in a way that could encourage

learners‟ production of the target language and make them have enough time and

attention to improve English skills and practice for the English exit tests.

The third study is the one conducted by Hongli Li, Qi Zhong and Hoi K Suen

(2012) titled “Students‟ Perceptions of the Impact of the College English Test”.

Based on evidence from the questionnaire survey, the researchers found out that the

College English Test (CET) has a greater impact on students‟ learning content than

on their learning methods. In addition, among communicative skills, students

focused more on listening and reading than on writing and speaking. Moreover,

although students‟ self efficacy in regard to their overall English ability and to

different English skills was increased as a result of preparing for or taking the CET,

they felt more pressure and anxiety. In general, the researchers concluded that the

CET has certain impacts on students‟ English learning both in term of their English

learning behaviors and affective conditions.

Regarding affective impact of tests, in an extensive literature review,

Kirkland (1971) concluded that tests had impact on some factors such as a student‟s

self-concept, motivation, level of aspiration, study practices, and anxiety. Firstly,

test scores impact students‟ self-concept. Based on students‟ opinion towards the

test results, their performance on the test and others, the researchers pointed that

tests can influence a student‟s self-concept in positive or negative way. Secondly,

the test can influence a student‟s motivation in regard to the stakes of a test, the

frequency with which it is given, and expectations of success or failure on the test.

Thirdly, students expecting to reach level of aspiration refers to the level of

achievement that a student expects to reach is also related to both self-concept and

motivation. If they perform the test successfully, it will increases the level of

aspiration but if they fail the test, it will decrease their aspiration. Fourthly, it is the

ways students study in preparing for a test. There are different types of tests, such as

open-book versus closed-book, multiple-choice versus essay questions, which

influence students‟ study practices in different ways. Finally, taking tests always

bring anxiety and tension to students. Students find the tests difficult may often

experience more anxiety than those who have no such expectations. In particular,

Harlen and Deakin-Crick (2003) reviewed the impact of tests on student motivation.

They found that there is a complex interaction between motivation and other

factors, such as effort, goal orientation, locus of control, self-efficacy, sense of self

as a learner, self-esteem, self-regulation, and interest.

It can be seen that most studies have focused on academic factors, while

students‟ affective conditions have been somewhat neglected. As mentioned in

chapter 1, part “aims of the study”, this study followed the study of Hongli Li, Qi

Zhong and Hoi K Suen (2012) and investigated the VSTEP‟s impacts on students‟

learning in two ways: academic and affective. The academic impact relates to the

VSTEP‟s influence on “students‟ English - learning behavior, as this pertains to

learning content (i.e., what students study) and learning methods (i.e., how they

study)”, whereas affective impact refers to the VSTEP‟s influence on “students‟

affective conditions, such as goal orientation, motivation, self-efficacy, and

anxiety.” (Hongli Li, Qi Zhong and Hoi K Suen, 2012: 82).

Summary: In this chapter, two main aspects of the research that are the

VSTEP and impact are mentioned. In other words, their concepts, classification are

listed. The impacts of some studies on English proficiency tests as a graduation

requirement are discussed as the last part. These contents are pointed out with an

aim as a base to build up the questions in the questionnaire and the determination of

the research design.

CHAPTER THREE: METHODOLOGY

3.1. Introduction

As established in the part “Brief literature review”, the majority of

previous studies on test impact focused on how testing influences classroom

teaching or on both teaching and learning, whereas studies on how testing

influences students‟ learning behaviours and their affective conditions are fewer.

Moreover, some studies investigated the impact of tests as a graduation requirement

but their participants were those who both had taken and would take the test.

Whereas, VSTEP is a new official test in Vietnam based on the CEFR and the

participants of this study were only the first year students, so there has been no

study about its impact on students‟ learning.

This gap in the literature served to inform the design of the present

study. This part explained and discussed the methods used to collect data and

context and participants of this study in order to investigate impact of the VSTEP

for the first year students‟ learning at ULIS.

3.2. Method of the study

Because my intention was to explore washback effects on learning only, so

the design of the study needed to capture a small picture. Accordingly, I decided to

conduct a questionnaire survey study. As Fritz Scheuren (2004: 9) defines “Survey

is a method of gathering information from a sample of individuals.”

Due to the purpose and the limited length of the thesis, I chose a single

method approach to collect data. Using a questionnaire was the most possible

method which should be employed in this study. Moreover, the review of washback

studies in Chapter 2 showed that methods employed to elicit data in previous

research studies tended to involve questionnaires, interviews, testing measures and

classroom observations. A number of studies have drawn on students‟ self-report

responses to questionnaires on the effects of standardised testing (e.g, Herman &

Golan, 1991; Shohamy, 1992). Therefore, questionnaire tends to be suited to

involving a large number of subjects, as they allow a structured approach, but the

result is that they can generate a large volume of numerical data. Therefore, the data

in this study would be analyzed quantiatively. Questionnaire has the possible

advantage that they can be administered without the presence of the researcher,

particularly when they consist largely of closed questions. These have the further

administrative advantage that the answers to a questionnaire are often

comparatively straightforward to analyse (Cohen et al., 2007; Gillham, 2007). The

results are more comprehensive and representative than data obtained from studying

individuals.

Moreover, the research aims in the present context is to explore the impact of

the VSTEP as a graduation requirement on students, so questionnaires would be an

appropriate method in order to allow a considerable number students to voice their

opinions.

3.3. Context of the study

This study was taken place at ULIS_a famous university in Hanoi capital,

which is one of the high-ranking universities in Vietnam. As the university requires

its students to have high college entrance examination scores in order to enroll, its

students‟ English language proficiency is generally higher than the national average.

Therefore, ULIS really needs to upgrade their educational quality, including English

language. Using the VSTEP as a national standard certificate is an instance of a

significant change in education and language policy at ULIS.

3.4. Participants

The researcher chose students whose major was English at ULIS to be the

participants of the study on the basis of their agreement to participate. The sample

included 150 first-year students from 10 classes.

The researcher chose the first year students as participants of the study but

not the second-year/ third-year or last-year students because of two reasons. Firstly,

it related to the purpose of the study. The researcher would like to explore impacts

of the VSTEP on the first year students‟ English learning at ULIS so that even

better English learning/ teaching assistance to the first year students could be

provided. Secondly, the VSTEP is a new test used as a graduation requirement for

students at ULIS. The first year students were those who just entered the university

and approached the test for the first time. They all have not taken the test before.

Moreover, English levels among the first-year students were surely different. Before

entering the university, they came from different learning environments and had

different language learning background. They might follow the seven/ ten/ twelve-

year English program. Many of them came from rural or remote areas where

English grammar was mainly taught and hardly had chance to learn English with

native teachers, whereas others came from urban areas or gifted schools might have

more chances to learn both grammar and communicative skills. VSTEP focuses on

four macro skills which are listening, speaking, reading and writing. For this reason,

it can be seen that some students could do grammar test well but they could not

speak or listen as well as other students. English proficiency varies greatly among

students from different social and educational backgrounds. Therefore, they would

have different attitudes toward the test.

3.5. Data collection instrument

As mentioned before, to collect data for the study, a questionnaire was used.

This study replicated and modified six tables from the research titled “Students‟

perceptions of the Impact of the College English Test” conducted by Li, Zhong and

Suen (2012) at a university in Beijing because of two reasons. Firstly, these two

studies have similar context. The previous research was taken place at a university

in Beijing, China where English is considered as a foreign language. This is similar

to the context of Vietnam in the current study. Although both universities are high-

ranking ones and their students‟ English language proficiency is generally higher

than the national average, English tests often put pressure on students and affect

their learning in many ways. Secondly, the study being conducted and the research

in China have the same goal when focusing on the exit test. In both studies, English

test is used as a precondition for students to earn a bachelor‟s degree.

In term of the structure, the questionnaire items in this study were arranged

in a similar order to the one in the research carried out in China. Items in the

questionnaire were also arranged in categories such as learning content, learning

methods, goal orientation, motivation, self-efficacy, and anxiety. Besides, the

questionnaire consisted of two parts. The first part comprises students‟ general

information and the second part comprises 4-option, forced-choice Likert-type

items asking students to select whether they strongly agreed, agreed, disagreed, or

strongly disagreed with each statement about the impact of the VSTEP. To be more

specific, part one aims to ask students about some specific information such as

English program of study they took, their English result at ULIS‟s entrance exam,

whether they are informed of the VSTEP as an English exit requirement by their

institution and the required level/ score is achievable for them or not. Part two

consists of six sections corresponding to table 8 through table 13 as in Li, Zhong

and Suen (2012) study. Table 8 includes five items related to students‟ reported

learning content. Table 9 comprises four items about their learning methods. Three

items in table 10 focus on students‟ goal orientation. Table 11 is about students‟

motivation with twelve items. There are six items in table 12 which investigate

students‟ self-efficacy. The last table includes five items focusing on students‟

anxiety.

Table 4: Structure of the questionnaire

Structure Content Items

Students‟ general information (English program of study they 4 Part one

took, their English result at ULIS‟s entrance exam, their

knowledge about the VSTEP)

Impact of the VSTEP on students‟ learning content 5 Part two

Impact of the VSTEP on students‟ learning method 4

Impact of the VSTEP on students‟ goal orientation 3

Impact of the VSTEP on students‟ motivation 12

Impact of the VSTEP on students‟ self-efficacy 6

Impact of the VSTEP on students‟ anxiety 5

In term of editing, due to the similarities between these two studies, the

researcher decided to replicate the research instrument in the previous study which

is questionnaire. In this paper, the researcher just edited some question items

compared to the original version; for example, CET was changed into VSTEP and

Chinese into Vietnamese. In the table 9 of learning methods, the first item “I have

taken or will take the CET coaching classes” was rewritten as: “I will take the

VSTEP coaching classes” because the study‟s goal is to investigate impacts of

VSTEP on “future” VSTEP takers. Besides, the phrases “taking or preparing for the

VSTEP” in some survey items of tables 9, 10, 11, 12 and 13 were all edited into

“preparing for the VSTEP” because the participants of the current study are the

first-year students who have never taken the VSTEP before.

Table 5: Changes of some items in the edited questionnaire compared to original

version.

Original version Edited version

I will work hard to practice English I will work hard to practice English

speaking if it is required on the CET. speaking if it is required on the VSTEP.

In order to prepare for the CET, I spend In order to prepare for the VSTEP, I

more time practicing English–Chinese spend more time practicing English–

translation. Vietnamese translation.

I have taken or will take the CET I will take the VSTEP coaching classes.

coaching classes.

Taking or preparing for the CET makes Preparing for the VSTEP makes me

me more motivated to learn English. more motivated to learn English.

I spend more time learning English I spend more time learning English

because of taking or preparing for the because of preparing for the VSTEP.

CET.

In term of piloting, the questionnaire used for this survey is written in

English and directly delivered to a sample of 50 first-year students at ULIS to get an

insight into the possible issues such as comprehension of questionnaire items or

response. The researcher personally delivered the questionnaires to the students.

These students were asked to do the trial questionnaire by attempting to answer the

questions and by writing comments on any problems they had, or any issues that

occurred to them. The presence of the researcher enabled students to ask questions

about the questionnaire or the task while they were doing it. The purpose was to

determine whether (a) the question items in the questionnaire were understood as

intended, and (b) they were understood in the same way by all students. It also

aimed to pre-test the questions and items and to determine what was and was not

working in the questionnaire. In this current study, as the researcher replicated the

questionnaires from the previous study, there were no problem for students to

understand part two but they were confused with some items in part one. The first

item is “numbers of year (s) you have studied English”. The first year students

misunderstood this item because some students counted total years they have learnt

English till the time of questionnaire survey while the others thought that it was

numbers of year (s) they have studied English at ULIS. However, the researcher‟s

intention was to ask about the English program they took: 7-year/ 10-year/ 12-year

program. Therefore, the item was edited as: “which English program did you take? -

7-year program; 10-year program; 12-year program”. The second item which is

“what was your English result at entrance exam?” also made students confused.

Therefore, it was rewritten into “What was your English test result at the Vietnam

National University (VNU) entrance exam - English proficiency section?”

Table 6: Changes of some items between pilot and main questionnaire

Pilot questionnaire Main questionnaire

1.1. Numbers of year (s) you have studied Which English program of study did

English you take?

☐7-year program

☐10-year program

☐12-year program

1.2. What was your English result at What was your English test result at the

entrance exam? Vietnam National University (VNU)

entrance exam - English proficiency

section?................../80

3.6. Data collection and analysis procedures

Copies of the final questionnaire were distributed to 150 first year students at

ULIS with the guide of the researcher. The researcher spent three days delivering

and collecting questionnaires from the students. Firstly, the researcher delivered

about 40 questionnaires to the students of four classes during their break time.

Although each class has about 30 to 40 students, the reseacher did not issue all of 40

questionnaires to one or two classes because not all students in each class were

willing to do the survey. Some students were busy doing their assignments or others

went out for some personal reasons. Moreover, due to the limitation of the break

time or the noise from the outside of the class at break time, students could not do

the survey carefully. Therefore, the researcher decided to deliver to those who lived

in the hostel because normally most of the first year students live there. However,

the researcher did not know exactly their room number, so the researcher had to

knock at the door of each room. In total, the researcher left 110 questionnaires in 38

rooms where the first year students lived. Then the researcher collected all the

delivered questionnaires on the next day in order for the students to have enough

time to do the survey carefully. After collecting the completed questionnaire, the

researcher checked how many questionnaire were valid in total. 20 out of 150

questionnaires were invalid because these students reported that they did not know

about the VSTEP and were not informed of the VSTEP as a graduation

requirement. Therefore, they did not complete other items related to the VSTEP.

Then, the researcher analyzed the information from collected questionnaire.

Because the data from the questionnaire was not complex, the researcher first

calculated all the questionnaire items. After that, the researcher used Microsoft

Excel to change the numbers in each item into percentages. All percentages were

reported as valid percentages with missing data excluded. The tables were created in

Microsoft Word.

Summary: This chapter has showed the methodology applied in this

research by means of a questionnaire with elaborating questions for 150 first year

students at ULIS. In the chapter, the process from collecting data to analyzing them

is discussed. All participants‟ confusions were clarified and their suggestion was

also taken into consideration to make an amendment to the questionnaire. The

questionnaire‟s format and content were explained carefully in this chapter. The

results collected were then transferred into numerical forms and presented in tables.

This presentation of the methodology would help make the easier way for studying

the next chapter.

CHAPTER FOUR: FINDINGS AND DISCUSSION

4.1. Some general information about the first-year students.

Table 7: Students’ general information

Items Variables Percentages

English program of study 7-year program 40,8

10-year program 36,2

12-year program 23

English test result at the VNU entrance 51-59 19,3

exam 60-69 67,4

71-78 13,3

Be informed of the VSTEP as an exit Yes 86,7

requirement No 13,3

Achievable required level/ score Yes 91,6

No 8,4

Since 2009 there have been 2 programs: the 7 year program (700 hours) and

the 10 year program (1,050 hours) at secondary schools. As shown in the table, the

students of the 7-year program account for the highest percentage. Those of the 10-

year program account for over 36% in total. Nearly one fourth of students followed

the 12-year program. The students of the 12 year program may have two years of

learning English as an optional subject, not a compulsory one as the former two

programs. It can be seen that students‟ English language background is different.

Many of them started to learn English from grade six whereas other students began

studying English at grade three or even grade one.

Due to a high-ranking university, all students are required to have a good

English language background. To enter ULIS, students had to take the Vietnam

National University, Hanoi (VNU) Entrance Test of English Proficiency which

includes 80 question items. As shown in the table, students‟ results ranged from 51

to 78 in total of 80. Over 67 % of students reached 60-69 out of 80 in the test. About

one fifth of students had English result ranging from 51 to 59. Whereas only 13,3

% of them gained from 71 to 78. In general, students‟ English test results at the

entrance exam were high. This implicates that their English proficiency was good at

the starting point.

VSTEP is a new test, so the institution often informs the first year students at

the meeting organized before the new school year. It has newly applied at ULIS as

an exit requirement test. The table shows that over 86% of students were informed

of the VSTEP as an English exit requirement whereas over one tenth of them

reported that they were not. There were some reasons for their unknown of the

VSTEP. Some students said that they were absent from the meeting which was

organized for the first year students before a new school year. The others admitted

that they did not pay much attention to what the teachers said during the meeting. It

can be seen that not all of the students knew about VSTEP and its requirement.

Among students who were informed of VSTEP as an exit requirement test,

only 8,4% of them said that the required level/ score of the VSTEP was not

achievable for them because of some reasons such as the VSTEP is so difficult for

them, they would not study hard or they were afraid of failing the listening part.

This result shows that these students are not willing to prepare for and try their best

to take the test. Whereas, over 91% of students reported that the required level/

score of the VSTEP was achievable for them. The following are about some of their

opinions about the reason why they chose yes:

- “ I think it is not really hard

- I will try my best, no matter how hard it is

- Because we are taught carefully at school

- Because I’m trying

I think nothing is impossible -

- I have a basic ground and I’m practicing to get it

- I’m on my way to reach the required score

- I will try my best to get it

- I will learn and achieve it, no matter what required score is

- I have two years to try my best

- I have a good foundation and ability to focus

- Because I will try my best to obtain it

- Too easy

- I will make every effort to achieve that required score”

From the students‟ responses, it can be seen that these students are willing to

take the VSTEP and they will put every their effort to prepare and learn English for

this test with the best result as they can. They show their high motivation towards

their learning and the test.

4.2. Impacts of the VSTEP on students’ English learning

4.2.1. Academic impacts: Learning Content and Learning Methods

In table 8, there are five items related to the impact of the VSTEP on

students‟ English study behavior in term of learning content. The table shows the

percentage of the students who strongly agreed (SA), agreed (A), disagreed (D), or

strongly disagreed (SD) with each item. The items in this table are listed in

descending order of the overall percentage of SA responses. In other words, the

item listed at the top has the highest percentage of SA responses, whereas the item

at the bottom has the lowest percentage of SA responses.

Table 8. Impact of the VSTEP on students’ learning content

Items SA A D SD

I will work hard to practice English speaking if it 29,2 61,5 6,9 2,3

is required on the VSTEP.

I will spend more time practicing English 26,2 61,5 10,8 1,5

listening if listening gets heavier weight in the

VSTEP.

I pay more attention to the words that are labeled 20 65,4 10 4,6

as VSTEP vocabulary.

I am more attentive in the class if the teacher 17,7 54,6 22,3 5,4

lectures on contents related to the VSTEP.

I pay more attention to the content that is related 16,9 64,6 15,4 3,1

to the VSTEP.

Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree. All

the numbers in the cells are percentages.

It can be seen that over 90% of the students agreed or strongly agreed that

they would work hard to practice English speaking if it was required on the VSTEP.

As mentioned in chapter 1, speaking is one of four main skills in the structure of the

VSTEP because VSTEP is based on the CEFR. According to the students‟

responses, the majority of students would focus more on developing their English-

speaking ability. Whereas, over 87% of students agreed or strongly agreed that they

would spend more time practicing English listening if it got heavier weight in the

VSTEP. The high percentages of SA and A responses related to speaking-listening

skills show that speaking cannot be separated from listening. According to Long

(1987), the listening skill has been considered as the other half of oral proficiency.

In context of Vietnam, Lâm (2011) claimed that students practised listening and

speaking skills very little in class because they spend most of their time learning

grammar, vocabulary and reading text documents. Teachers do not pay attention to

listening and speaking activities; and often give students two-language lectures

(native language and English). Therefore, students at tertiary education are under-

standard listening and speaking skills (Van et al., 2006). That might be the reason

why most of the first year students focus more on these two skills.

Similarly, over 72% of the students agreed or strongly agreed that they

would be more attentive in class if the teacher lectured on content related to the

VSTEP. Due to the VSTEP as a graduation requirement, students seem to take more

concern about its content. Likewise, over 81% of students agreed or strongly agreed

that they would pay more attention to the content that is related to the VSTEP,

which again tends to confirm the VSTEP‟s influence on their learning content. In

fact, VSTEP is used in the current curriculum at ULIS, so students would be more

familiar with the test and put more concentration on the lessons which are related to

VSTEP.

Furthermore, over 85% the students agreed or strongly agreed that they

would pay more attention to the words labeled as VSTEP vocabulary. The National

Reading Panel's (NICHD, 2000) concluded that vocabulary learning is effective

when it entails active engagement in learning tasks. Vocabulary words should be

those that the learner will find useful in many contexts. When vocabulary items are

derived from content learning materials, the learner will be better equipped to deal

with specific reading matter in content areas. Therefore, it is likely that students

would pay particular attention to the words labeled as VSTEP vocabulary.

In general, current curriculum at ULIS is completely suitable for students to

take the VSTEP because the VSTEP focuses on four English skills: reading,

speaking, writing and listening while students at ULIS also have two first years to

learn these communicative skills. They have chance to practice the VSTEP before

taking the test because teachers often give them tasks and activities related to the

VSTEP and the content of the mid-term and final tests during the two first years are

mostly related to the VSTEP. Therefore, students could know what to study in order

to prepare for the VSTEP well and improve their English learning.

Table 9. Impact of the VSTEP on students’ learning methods

Items SA A D SD

I will take the VSTEP coaching classes. 14,6 63,1 19,2 3,1

I will buy or have bought VSTEP coaching 7,7 68,5 20 3,8

materials.

I would like to try any learning methods that can 25,4 55,4 15,4 3,8

help me perform better on the VSTEP.

Preparing for the VSTEP influences the way I 17 54,6 23,8 4,6

learn English.

Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree. All

the numbers in the cells are percentages.

Table 9 presents the four items related to learning methods. Over 77% of the

students agreed or strongly agreed that they would take the VSTEP coaching classes

whereas over 22% of the students disagreed or strongly disagreed with this item. At

present, after-school VSTEP classes have become popular in Hanoi. Such classes

not only provide intensive training on how to learn English but also they offer

training on test-taking strategies. Compared to self-study, benefits of coaching

classes are interaction with an enormous group of people which is very essential for

students in the language environment. Besides, more than two third of students

would buy the VSTEP coaching materials. Students could find a large number of

VSTEP coaching materials on the market or on some websites. The VSTEP

committee has also issued a manual of the structure of the VSTEP test and a sample

test. However, the quality of the VSTEP coaching classes and materials which are

online or on the markets varies greatly, so the students need to be careful in

choosing where to take coaching classes or which materials to study. These results

show that majority of the participating students would take VSTEP coaching classes

and/ or buy VSTEP coaching materials. Over 80% of the students agreed or

strongly agreed that they would try any learning method that might help them

perform better on the VSTEP while over 71% of the students thought that preparing

for the VSTEP influenced the way they learned English. Accordingly, table 8 and

table 9 show that both students‟ learning method and learning content are

influenced by VSTEP.

4.2.2. Affective impacts: goal orientation, motivation, self-efficacy and

anxiety

Table 10. Impact of the VSTEP on students’ goal orientation

Items SA A D SD

Preparing for the VSTEP makes me have clearer 18,5 50,8 22,3 8,5

goals in learning English.

To pass the VSTEP is my major driving force in 10,8 34,6 45,4 9,2

learning English.

To pass the VSTEP is my major purpose for 7,7 20 56,2 16,2

learning English.

Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree. All

the numbers in the cells are percentages.

Pintrich & Schunk (1996) found out that goals provide students with

direction and a purpose for engaging in an activity. And Anderman, Austin, &

Johnson (2002) pointed that goal orientations constitute students‟ reasons for

engaging in academic tasks. Three items in the table are related to goal orientation.

Table 10 presents that over two third (69,3%) of the students agreed or

strongly agreed that preparing for the VSTEP made them have clearer English-

learning goals whereas nearly a half of of them (about 45%) agreed or strongly

agreed that passing the VSTEP was their major driving force for learning English.

However, only one fourth (27,7%) agreed or strongly agreed that passing the

VSTEP was their major purpose for learning English. The data reveals that the

VSTEP helps students set their learning goal and make them concentrate more on

their English learning.

A concept related to goal orientation is motivation, which is “a stimulant for

achieving a specific target” (Johnstone, 1999, p. 146). Motivation is a broader

concept, and there are many different theoretical models which have been

developed to describe it. In this study, motivation mainly relates to how much effort

the students are willing to make to pass the VSTEP. Table 11 shows the results of

12 items related to students‟ motivation.

It can be seen that over 74% (about three fourth) of the students agreed or

strongly agreed that preparing for the VSTEP made them more motivated to learn

English. More than a half (57,7%) of them agreed or strongly agreed that they spent

more time learning English because of preparing for the VSTEP. Over 71% of the

students agreed or strongly agreed that the VSTEP made them feel that English was

a very useful tool, and 67,7% of them agreed or strongly agreed that preparing for

the VSTEP made them feel that English learning was more important.

Table 11. Impact of the VSTEP on students’ motivation

Items SA A D SD

Preparing for the VSTEP makes me more 12,3 62,3 19,2 6,2

motivated to learn English.

I spend more time learning English because of 10,8 46,9 35,4 6,9

preparing for the VSTEP.

In order to prepare for the VSTEP, I spend more 13,8 65,4 17,7 3,1

time memorizing English words.

In order to prepare for the VSTEP, I spend more 20,8 50,8 23,8 4,6

time watching English movies.

In order to prepare for the VSTEP, I spend more 12,3 64,6 20 3,1

time listening to English broadcasts.

In order to prepare for the VSTEP, I spend more 12,3 60,8 23,8 3,1

time practicing English–Vietnamese translation.

In order to prepare for the VSTEP, I spend more 16,9 66,2 13,1 3,8

time practicing English writing.

In order to prepare for the VSTEP, I spend more 7,7 54,6 33,1 4,6

time reading English newspapers.

Preparing for the VSTEP makes me pay more 16,9 56,9 22,3 3,8

attention to English use in real life.

The VSTEP makes me feel that the English 14,6 56,9 22,3 6,2

language is a very useful tool.

Preparing for the VSTEP makes me feel that 14,6 53,1 26,9 5,4

learning English is more important.

In order to prepare for the VSTEP, I spend more 6,2 58,5 27,7 7,7

time learning English and American literature.

Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree. All

the numbers in the cells are percentages.

However, according to students‟ responses, the extra time that they would

spend on specific language skills varied. For instance, nearly 80% of students

agreed or strongly agreed that they would spend more time memorizing English

words. This result reveals that students focus much on rote memorization in their

English-learning practices. It is understandable because as Thompson (2009) finds

that in Vietnam, rote learning has become a popular learning style of students from

primary school to university. He also claims that “students are expected to accept

the knowledge provided by the instructors as truth” , while Stephen et al (2006)

criticise that Vietnamese student‟s learning and the learning process are passive and

only involves listening to lectures, taking notes, and reproducing memorized

information in exams.

In addition, over 71% of the students agreed or strongly agreed that they

would spend more time watching English movies and more than 73% of them

agreed or strongly agreed that they would spend more time practicing English-

Vietnamese translation. The first-year students who just enter university may cope

with many English language problems such as poor comprehension, limited

vocabulary, slow reading, bad grammar and low-level conversational skills. And

movies can help on all these factors. As Luo (2004) states that students‟ listening

skill “did improve” through the instruction of using DVD movies in a motivating

learning environment with “lower level of anxiety” after a whole school year.

Moreover, many Vietnamese students often have difficulties in English-Vietnamese

translation because they often translate word by word. This explains why

approximately three fourth of students would watch English movies and practice

English-Vietnamese translation in order to prepare for the VSTEP.

Besides, approximately 77% of the students agreed or strongly agreed that

they would spend more time listening to English broadcasts. This result shows that

students may find listening skill difficult and need more time to practice. 62,3% of

students agreed or strongly agreed that they would spend more time reading English

newspapers. It seems that students learned English not only from books but also

from other channels; however, newspapers were not as popular as movies or

broadcasts for their English learning. Whereas approximately 65% of them agreed

or strongly agreed that they would spend more time learning English and American

literature.

Those who agreed or strongly agreed that preparing for the VSTEP made

them pay more attention to English use in real life totaled 73,8%. It is the fact that

the VSTEP assesses authentic language use in real life. In all specific language

skills mentioned in this part, students seem to pay much more attention to writing

skill when 83,1% of them agreed or strongly agreed that they would spend more

time practicing English writing. As Daly and Miller (1975) stated that the majority

of language learners at all levels consider writing as one of the most complex skills

to master (p.244). It can be evidence that students‟ needs regarding to writing are at

a higher level compared to other communicative skills.

Table 12. Impact of the VSTEP on students’ self-efficacy

Items SA A D SD

I feel more confident about my English-reading 12,3 59,2 21,5 6,9

ability as a result of preparing for the VSTEP.

I feel more confident about my English-listening 13,1 58,5 23,8 4,6

ability as a result of preparing for the VSTEP.

I feel more confident about my overall English 16,2 63,1 17,7 3,1

proficiency as a result of preparing for the VSTEP.

I feel more able to use English in real situations as 15,4 60,8 20,8 3,1

a result of preparing for the VSTEP.

I feel more confident about my English-speaking 18,5 65,4 13,1 3,1

ability as a result of preparing for the VSTEP.

I feel more confident about my English-writing 13,1 65,4 17,7 3,8

ability as a result of preparing for the VSTEP.

Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree. All

the numbers in the cells are percentages.

Self-efficacy is believed to “influence how well people motivate themselves

and persevere in the face of difficulties through the goals they set for themselves,

their outcome expectations, and causal attributions for their successes and failures”

(Bandura, 2011, p.13). Schunk and Meece (2005) also emphasized, “Self-efficacy is

hypothesized to affect individuals‟ task choices, effort, persistence, and

achievement” (p. 73).

As shown in Table 12, over 71% of students agreed or strongly agreed that

they felt more confident about their English reading and listening ability as a result

of preparing for the VSTEP. Reading and listening have also been focused in the

VSTEP; therefore, students may have put more effort into reading and listening and

consequently feel more confident about their reading and listening ability. In

addition, over three fourth of students felt the same way about their writing ability

and agreed or strongly agreed that they felt more able to use English in real situation

as a result of preparing for the VSTEP. Table 11 showed that the students focused

more on writing compared to other specific language skills. This may account for

the reason why they felt more confident about their English-writing ability as a

result of preparing for the VSTEP. Table 11 also presented that approximately three

fourth of students agreed or strongly agreed that preparing for the VSTEP would

make them pay more attention to English use in real life. Therefore, they felt more

capable of using English in real situations as a result of preparing for the VSTEP.

English speaking skill is compulsory in the VSTEP and as analyzed in table 8, more

than 90% of students agreed or strongly agreed that they would work hard to

practice English speaking if it was required on the VSTEP. This result may explain

for why over 84% of students felt more confident about their English speaking

ability as a result of preparing for the VSTEP. Furthermore, nearly 80% of students

agreed or strongly agreed that they felt more confident about their overall English

proficiency as a result of preparing for the VSTEP. It can be seen that table 12

showed the high percentages of SA and A responses. Therefore, it is reasonable to

surmise that VSTEP influences on students‟ self-efficacy in all language skills,

especially speaking and writing skill.

Table 13. Impact of the VSTEP on students’ anxiety

Items SA A D SD

I am under greater pressure to learn English 20,8 36,9 36,9 5,4

because of preparing for the VSTEP.

Preparing for the VSTEP makes me feel more 16,9 45,4 31,5 6,2

anxious about learning English.

Preparing for the VSTEP makes me feel that I 11,5 17,7 63,8 6,9

have failed in my efforts to learn English.

Preparing for the VSTEP makes me more 6,2 27,7 57 9,2

frustrated with learning English.

I am more afraid of learning English because of 8,5 26,9 53,1 11,5

preparing for the VSTEP.

Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree. All

the numbers in the cells are percentages.

Table 13 shows that over a half of the students (57,7%) agreed or strongly

agreed that they were under greater pressure because of preparing for the VSTEP,

and more than 62% agreed or strongly agreed that they felt more anxious about

learning English as a result of preparing for the VSTEP. As mentioned in chapter 1,

the VSTEP is used as an exit test. Therefore, it may put pressure on students

because it directly relates to their overall studying result. If they do not pass the

VSTEP during their school years, they cannot graduate. From the students‟

responses, approximately 30% of the students agreed or strongly agreed that

preparing for the VSTEP made them feel that they had failed in their efforts to learn

English. Around one third of the students agreed or strongly agreed that they felt

more frustrated with learning English and had become more afraid of learning

English. This is somewhat in contrast with the increasing self-efficacy they reported

in terms of their English ability, as illustrated in Table 12. While students felt more

confident about their English ability as a result of preparing for the VSTEP, the test

preparation put them under great pressure and became more anxious about and

frustrated with learning English. It can be seen that in spite of students‟ high

confidence level, they still felt anxious due to the VSTEP exit requirement.

Summary: Findings and results to all two research questions are presented

in this chapter. It shows that the VSTEP has great impact on students in both terms

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.

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. Test-

preparatory 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

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 do 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 3. Level 4 is for

teachers at lower secondary education. For secondary education, teachers are

required to have the VSTEP cerficate of level 5. 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 do 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‟

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.

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APPENDIX 1

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 của kì thi đánh giá năng lực tiếng Anh từ bậc 3 đến bậc 5

theo Khung năng lực ngoại ngữ (NLNN) 6 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)

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

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 A D SD

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

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 A D SD

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

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 A D SD

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

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 A D SD

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 !

Master minor programme thesis English linguistics: Pmpacts 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)

Chủ đề:

NGUYỄN THỊ LINH

M.A. MINOR PROGRAMME THESIS

Hanoi, 2016

NGUYỄN THỊ LINH

M.A. MINOR PROGRAMME THESIS

Hanoi, 2016

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