INTRODUCTION
Background of the study
The globalization of the English language has led to the rise of a commercial testing industry focused on standardized English language proficiency tests According to Templer (2004), these tests play a significant role in determining access to elite educational and professional opportunities, thereby influencing local language policies This has sparked intense debates regarding the effects of standardized testing on societies and non-English languages, as well as how national and local authorities regulate access to language education and uphold language rights (Tollefson, 2002).
Since its introduction in 2001, the Test of English for International Communication (TOEIC) has become a crucial measure of English language proficiency in Vietnam, serving as a significant gatekeeper for job applications While it may not be as widely recognized as the TOEFL or IELTS, TOEIC has gained popularity in several Asian countries, including Japan, Korea, and Taiwan This test assesses workplace English skills for non-native speakers, and many major corporations in Vietnam, such as Viettel, Vietnam Airlines, LG Electronics, and Panasonic, as well as state-owned financial institutions, now require TOEIC certificates for employment.
The Vietnamese government has recognized the significance of English as a global lingua franca, leading to its prioritization in the education system at all levels For instance, university undergraduates typically receive 200 hours of English instruction over four years (Ton & Pham, 2010) However, this approach often fails to equip students with the necessary skills to meet certification requirements for employment As highlighted by Ha (2007), many Vietnamese employees possess limited English communicative competence, resulting in challenges for recent graduates in securing jobs with foreign companies due to language proficiency expectations.
In response to the need for improved English proficiency among students for global workplace competitiveness, Vietnamese decision-making bodies recognized the necessity for significant changes Consequently, the Ministry of Education and Training (MOET) issued Circular No 05/2012/TT-BGDĐT, effective April 2012, mandating that non-English major graduates attain an English proficiency level of B1 (CEFR), equivalent to scores of 450 on the TOEIC, 450 on the TOEFL ITP, or 4.5 on the IELTS As a result, most higher education institutions in Vietnam have implemented requirements for students to achieve satisfactory scores on one of these recognized English language proficiency tests prior to graduation.
The statistics show that approximately 120 HE institutions in Vietnam, over
In Hanoi, 30 universities require students to achieve TOEIC scores between 450 and 550 as a graduation prerequisite For instance, the Rector of Hanoi University of Science and Technology issued Decision No 148/QĐ-ĐHBK-ĐTĐH on September 5, 2017, mandating that non-English majors must present a TOEIC certificate with a minimum score of 500, or an equivalent, before they can begin their graduation thesis This university, along with other higher education institutions like the People's Security Academy and the University of Transport Technology, collaborates with a sole entity to facilitate this requirement.
IIG Vietnam, an ETS-authorized organization, administers TOEIC examinations for its own students, while other institutions require their students to take the tests at IIG Vietnam's headquarters As a result, the TOEIC test has become a prestigious high-stakes standardized assessment in Vietnam.
Rationale of the study
High-stakes standardized tests used for graduation eligibility significantly affect students, particularly language learners, who are directly impacted by language graduation requirement policies These students are crucial stakeholders in the testing process, yet their perspectives on policy implementation are often overlooked by university authorities This neglect has broader educational and economic implications for both the students and society.
Research indicates that learners' attitudes and perceptions of a test can significantly influence their motivation and performance (Bachman & Palmer, 1996) Despite the TOEIC test being implemented as an exit English requirement in some higher education institutions in Vietnam for nearly seven years, there remains a lack of research on the effectiveness and appropriateness of this policy This study aims to explore test-takers' opinions regarding the English graduation requirement and the use of TOEIC certification at the tertiary level Understanding these perceptions is crucial, as they may prompt further investigation into the validity of the TOEIC tests as exit assessments.
Aim of the study and research questions
The study primarily investigates non-English major students' perceptions and attitudes towards using TOEIC Listening and Reading test scores for graduation eligibility in higher education institutions It is essential first to explore their views on the English requirement policy for graduation, followed by their opinions on the appropriateness and effectiveness of the TOEIC as an exit test This approach will help determine if the use of the test aligns with the policy's intended purposes.
- To identify how non-English major students perceive the English requirement policy for graduation
- To investigate the opinions of the students who take the TOEIC Listening and Reading test for graduation about the appropriateness and effectiveness of this exit requirement
With these objectives in mind, the researcher conducted the study to answer these research questions:
1 What are non-English major students’ perceptions of the English requirement policy for graduation?
2 What are their perceptions of the appropriateness and effectiveness of the TOEIC as an exit test?
Methodology and scope of the study
This research was conducted at a renowned TOEIC preparation center in Hanoi, catering to thousands of students from various universities aiming to achieve the necessary TOEIC scores for graduation The study involved collecting quantitative data through survey questionnaires from 197 non-English major students, including sophomores, juniors, and seniors of diverse genders, majors, and English proficiency levels Additionally, qualitative data were gathered through semi-structured interviews with eight participants The quantitative data were analyzed using SPSS, while qualitative results were examined with NVivo to identify themes and codes The integration of quantitative and qualitative data enhanced the reliability of the research findings.
Significance of the study
This research highlights the significance of listening to the perspectives of high-stakes standardized test-takers, particularly regarding the TOEIC tests as graduation requirements The study aims to raise awareness among stakeholders about the valuable insights that test takers can offer on English language proficiency assessments By allowing participants to share their experiences and perceptions, the research encourages further investigation into the validity and reliability of the TOEIC tests Additionally, the findings could inform policymakers and university authorities within the Ministry of Education and Training (MOET) about the appropriateness of English graduation requirements and cut-off scores.
Structure of the thesis
This thesis consists of five chapters, beginning with an introduction Chapter 2 explores theories related to students' perceptions and attitudes towards high-stakes standardized tests, specifically examining prior research on the TOEIC test as an exit requirement in Vietnam, while also highlighting the research gap this study aims to address Chapter 3 details the methodology, outlining the research design, participant selection, and data collection and analysis procedures In Chapter 4, the study's results and discussions are presented, followed by Chapter 5, which concludes the study, discusses its limitations, and offers recommendations for future research.
LITERATURE REVIEW
High-stakes tests
High-stakes tests are large-scale standardized assessments used to make significant educational and professional decisions, including admissions, graduation, employment, and promotions (Madaus, 1988) These testing policies serve as a motivational strategy, applying rewards for meeting or exceeding established standards and penalties for failing to do so (Ryan & Brown, 2005; Deci & Moller, 2005).
High-stakes testing policies significantly impact schools, teachers, and students, as their outcomes are closely tied to test performance Schools may receive funding based on student test results, while teachers' effectiveness is often judged by their students' scores For students, achieving certain standards can lead to rewards, such as praise or monetary incentives, whereas poor performance may result in negative consequences, like retention or failure to graduate Consequently, this environment encourages all stakeholders to focus primarily on test outcomes.
Reliability and Validity of standardized tests
Hughes (1989) emphasizes that a candidate's consistent test scores over time indicate higher reliability, stating, “the more similar the scores would have been, the more reliable the test is said to be” (p 29) This perspective aligns with the common understanding that reliability issues often stem from random measurement errors, as noted by Lewis (1999).
In 1990, a broader definition was proposed that not only considers the extent to which an individual's test performance is affected by measurement error but also examines the influence of factors unrelated to the specific language ability intended to be assessed.
Bachman (1990) identifies three key factors influencing test reliability: Test Method Facets, Personal Attributes, and Random Factors Test Method Facets encompass five categories: testing environment, test organization, input format, expected response format, and the interaction between input and expected response Personal Attributes refer to characteristics such as age, gender, cognitive style, and background Lastly, Random Factors include variables like fatigue, emotional state, and unpredictable elements within the testing environment.
Validity is defined as the extent to which a test accurately measures what it is intended to measure (Hughes, 1989) According to Bachman (1990), assessing validity involves examining the relationships between test scores and performance in different contexts, rather than solely focusing on the reliability of the scores themselves Furthermore, the standards of educational and psychological testing emphasize that validity pertains to the degree of support provided by evidence for the inferences drawn from test scores.
Bachman (1990) emphasizes that reliability and validity are interdependent, with reliability being essential for validity For instance, a grammar test can be highly reliable but fail to accurately assess spoken English, while a spoken test may lack reliability yet still fulfill its intended purpose effectively.
Different reactions to high-stakes standardized testing
The controversy surrounding high-stakes standardized testing continues to influence educational contexts, as policymakers advocate for its use to drive necessary changes in education They contend that the potential for rewards or the imposition of sanctions is essential to facilitate these transformations, highlighting the ongoing debate about the effectiveness and implications of such testing practices.
High-stakes standardized tests are viewed as influential mechanisms that shape educational systems by reinforcing positive behaviors among stakeholders who achieve high scores, while diminishing those associated with poor performance These tests serve as effective tools for dictating the actions of individuals affected by their outcomes.
The use of external contingencies, such as high-stakes standardized testing, is widely recognized for its effectiveness in influencing student behavior Shanker (1993, as cited in Ryan & Brown, 2005) emphasizes that when achievement outcomes are tied to significant consequences, students are incentivized to work harder, knowing that important stakes are involved Similarly, Finn (1991) asserts that the presence of contingent rewards and sanctions can effectively modify students' learning behaviors Thomas (2005) highlights that under high-stakes testing policies, students are often more motivated to improve their future test scores Furthermore, Stecher (2002) concludes that such testing encourages students to invest greater effort, gain a clearer understanding of their abilities, and align their study efforts with the rewards associated with their performance.
Research indicates that high-stakes standardized testing can have positive effects on students, particularly among low-achieving individuals A qualitative study by Roderick and Engel (2001) involving 102 students in Chicago public schools revealed that these students often develop positive attitudes towards high-stakes testing when they perceive the goals as attainable The study suggests that providing incentives, such as feedback opportunities and tangible rewards, can motivate these students to engage more deeply with their studies and construct meaningful connections to their learning.
The power and controlling nature of high-stakes standardized testing have been subject to criticism for its potential undesirable consequences (Ryan & Brown,
A study by Noble and Smith (1994) indicates that when significant pressure is associated with test performance, teachers often prioritize activities that improve test scores, such as practicing test-taking strategies and reviewing previous exams Consequently, students are guided to focus on test preparation rather than fostering long-term knowledge development.
Amrein and Berliner (2002) took a comprehensive look at the consequences of high-stakes standardized tests by conducting a state-by-state analysis in the U.S
A comprehensive analysis of high-stakes testing policies across multiple states, including standardized tests like the ACT, SAT, NAEP, and AP, revealed that these policies did not improve student performance on external assessments Research by Amrein and Berliner (2002) indicated that students in two-thirds of the states actually scored lower on the ACT after the implementation of these policies, despite showing higher scores on state tests Additional studies (Stecher, 2002; Ryan & Brown, 2005) highlighted further negative consequences of high-stakes testing, such as reduced intrinsic motivation, increased test anxiety, heightened competition among students, and the adoption of ineffective test-taking strategies.
Setting standards of high-stakes testing
According to Thomas (2005), five key criteria commonly utilized in the United States for establishing standards in high-stakes testing include: (a) the ideal student, (b) the attainable level, (c) comparisons with other students, (d) individual student records, and (e) a combination of these factors.
The concept of "the ideal student" refers to an individual who exemplifies worker virtues and operates at high efficiency in the workforce, achieving optimal self-fulfillment Business executives prioritize these traits when selecting employees However, education leaders must clarify the number of test items and their difficulty levels, which can complicate the evaluation process As Thomas noted, if only a small percentage of students achieve acceptable marks, the standard may be deemed too high, while an excessive number of high ratings could render it too low.
The attainable level in education is a benchmark set by leaders, such as policymakers and teachers, indicating that most students can succeed if they study diligently This standard assumes that all students can master the learning objectives, often resulting in a low expectation that allows even the least skilled to pass However, such low expectations may prevent average and above-average students from being challenged, leading to a lack of motivation to excel Conversely, a high attainable level can discourage students who struggle to meet it, causing them to perceive themselves as failures and potentially leading to dropout It is crucial to find a balance in setting standards that encourage all students to strive for their best without fostering negative self-perceptions.
A significant number of students failing to pass the tests indicates that the quality of instruction may be inadequate, the methods for evaluating student progress could be flawed, or the achievement standards might be excessively stringent.
According to Thomas's categorical definition, the criterion of "other students" compares individual performances to those of classmates, grade-mates, or age-mates, helping school administrations avoid accusations of setting unreasonable attainment levels However, determining the cut-off score to differentiate between passing and failing students presents a significant challenge for policymakers, administrators, test-makers, and teachers, as this decision is inherently subjective.
The criterion of "each student's own record" assesses passing or failing a test based on individual progress over time, promoting the development of a person's potential However, Thomas highlights several drawbacks of this approach: it can create a misleading perception of a student's true abilities by only comparing their past performance; it lacks context by not comparing learners with their peers or global counterparts; and it may lead to a harsh realization in the real world when students discover that their high grades do not accurately reflect their readiness or capabilities.
The Hybrid Approach, proposed by Thomas, combines the features of an ideally-educated person, attainable-level standards, and student comparisons, forming a comprehensive framework for achievement standards This model views the learning process as a hierarchical system that integrates these elements, beginning with student comparisons to establish personalized learning criteria, especially for disadvantaged learners who must meet specific testing requirements to avoid failure The attainable-level aspect focuses on the progressive goals set by school authorities, ensuring that all students can achieve the established standards over time Ultimately, the ideally-educated-person component aims for all graduates to possess proficiency in both knowledge and practical skills relevant to their fields.
According to Thomas (2005), individuals' perceptions of "sufficient competency" and "fair treatment" can influence their disagreement with the test-score thresholds that determine success or failure in assessments This ongoing contention over appropriate testing standards is likely to persist, as achieving full consensus on standards-setting is both challenging and unrealistic.
Preparing students for high-stakes standardized testing
Crocker (2005) defines effective test preparation as instruction that not only covers the relevant content but also equips students with the skills necessary to excel in various assessment formats He emphasizes the importance of teaching the broader content standards rather than focusing solely on the specific material tested To clarify, he differentiates between “teaching for the test,” which has a more positive connotation, and the negative “teaching to the test.” In high-stakes English exit examinations, addressing students' immediate needs through test preparation becomes crucial Crocker identifies four key components of teaching for the test: a challenging core curriculum, comprehensive instruction, the development of test-taking skills, and adherence to ethical guidelines in preparing students for assessments.
Smith and Delisi (2001) provide valuable strategies for classroom instructors to differentiate between curriculum alignment and measurement-driven instruction in test preparation Their four-stage approach includes: (a) teaching without focusing on standardized tests, relying on students' inherent abilities; (b) maintaining regular instruction while familiarizing students with assessment item formats; (c) analyzing assessment content to ensure it aligns with the instructional program, alongside developing test-taking skills; and (d) restructuring the instructional program exclusively around the content of the assessment.
The article discusses four approaches to teaching in relation to test preparation and curricular alignment The first approach involves instruction without any test preparation or alignment to the curriculum The second focuses on teaching without curricular alignment, but includes some emphasis on test-taking skills The third approach strikes a balance by aligning instruction with the curriculum while also incorporating test-taking skills, ensuring that the knowledge gained is valuable beyond the immediate exam This approach is based on two key premises: that the assessment accurately reflects the core curriculum and that this curriculum is significant Lastly, the fourth approach shifts towards measurement-driven instruction, emphasizing the influence of assessments on teaching practices.
Crocker (2005) developed effective classroom strategies for proper test preparation, drawing on various sources, including Campanile (1981) Key strategies include fostering a positive attitude towards test preparation among students and parents, enhancing concentration endurance under test-like conditions, and practicing diverse test item formats with appropriate instructions and answer sheets Additionally, he emphasized the importance of timing practice tests, modeling effective problem-solving techniques, and working through tests of varying difficulty levels Diagnosing response patterns through homework and classwork, building students' test-taking vocabulary, and explaining score rubrics with examples of responses that earn different credit levels are also crucial components of his approach, ultimately helping students evaluate their own responses.
Crocker (2005) proposed four essential criteria for assessing the ethicality of classroom instruction practices Firstly, academic ethics emphasize adherence to professional standards that address issues like cheating and respect for intellectual property (Popham, 1991) Secondly, validity ensures that test preparation enhances the accuracy of test scores by enabling only knowledgeable students to demonstrate their understanding Thirdly, transferability focuses on equipping students with skills applicable across various testing scenarios (Popham, 1992) Lastly, educational value highlights that effective test preparation should not only boost student scores but also deepen their mastery of the subject matter (Popham, 1991).
Perceptions and Attitudes towards high-stakes standardized testing
6.1 Definitions of Perception and Attitude
Perception, as defined by Campbell (1967), is the process through which individuals form impressions about people or events based on their observations This process leads to the construction of perceptions that significantly influence attitudes toward various matters or objects.
According to Lindsay and Norman (1977), perception is the process through which organisms interpret and organize sensory information to create a meaningful experience of their environment This process is divided into two categories
Attitude is defined as an evaluative reaction to objects, people, or events, based on individual beliefs and opinions (Gardner, 1985; Ajzen & Fishbein, 2005) Despite variations in definitions, researchers agree that attitudes significantly influence behavior While attitudes reflect how individuals respond to various stimuli, perception relates more to cognitive processes without direct action However, perception plays a crucial role in shaping attitudes, as it forms the foundation for judgments and beliefs that ultimately guide human behavior.
6.2 Importance of test-takers’ perceptions and attitudes towards high-stakes standardized testing
Listening to test-takers' voices is crucial for understanding high-stakes tests, which significantly impact both their educational and social lives (Shohamy, 2001a) While often seen as passive, test-takers offer unique insights that may be overlooked by other stakeholders Their perceptions about tests reveal their importance, use, and meaning in students' lives Furthermore, test-takers' attitudes can significantly affect test validity, influencing the evaluation of high-stakes tests' appropriateness and usefulness (Murray et al., 2012) Additionally, perceptions of test-takers are vital as they provide evidence of a test's effectiveness and contribute to construct validity (Tsai & Tsou, 2009).
Research indicates that learners' attitudes and perceptions of assessments significantly influence their motivation and performance (Bachman & Palmer, 1996) Studies by Brown and Hirshfeld (2008) highlight a strong correlation between students' views on assessments and their academic success In higher education, these perceptions are crucial, as they directly affect the quality of learning (Entwistle, 1991) When students view an exam as important, they are more likely to invest effort in preparation; thus, their willingness to engage is shaped by their perceptions rather than just the stakes associated with the exam (Wolf & Smith, 1995).
TOEIC as a high-stakes standardized test in Vietnam
The TOEIC (Test of English for International Communication) is a globally recognized assessment that measures English proficiency in the workplace for non-native speakers With a comprehensive score range, TOEIC effectively evaluates all levels of English, from beginner to advanced, making it suitable for various job roles, including entry-level positions and management Developed by the Educational Testing Service (ETS) in 1979 at the request of Japan's Ministry of International Trade and Industry, TOEIC serves as the preferred tool for tracking learners' progress and helping them achieve their career goals.
The TOEIC test comprises two main components: the TOEIC Listening and Reading Test and the TOEIC Speaking and Writing Test The Listening and Reading Test assesses comprehension through two equal parts, each scored from 5 to 495, culminating in a total score of 990 In contrast, the Speaking and Writing Test evaluates candidates on various parameters, including pronunciation, vocabulary, grammar, fluency, coherence, and structure, with a total score of 400 Candidates receive separate scores for speaking and writing and can opt to take only the speaking test, which lasts approximately 20 minutes, while the writing test takes 60 minutes Each test component is scored out of 200 marks, contributing to the overall total.
7.2 Use of the TOEIC test as a graduation requirement in Vietnam’s HE institutions
The TOEIC Listening and Reading Test was introduced to Vietnam in 2001 by IIG Vietnam, the sole organization authorized by ETS to administer this exam Five years later, the TOEIC Speaking and Writing Test was launched; however, it has not gained the same popularity as the Listening and Reading version In Vietnam, when people refer to TOEIC, they typically mean the Listening and Reading test For the purposes of this study, TOEIC will specifically refer to the Listening and Reading (LR) test.
TOEIC serves as a critical tool for recruitment and promotion in competitive sectors like information technology, the airline industry, and international trade Since 2010, Vietnam's Ministry of Education and Training (MOET) has encouraged higher education institutions to establish English proficiency thresholds for undergraduates and implement English requirements for graduation This initiative aims to enhance students' English language proficiency (ELP) to better equip them for global competition and workplace demands In 2012, MOET reinforced this by issuing Circular No 05/2012/TT-BGDĐT, which mandates that non-English major graduates achieve a minimum English proficiency level of B1 (CEFR), equivalent to 450 TOEIC, 450 TOEFL ITP, or 4.5 IELTS.
In Vietnam, higher education institutions are increasingly mandating that students obtain a satisfactory score on designated English language proficiency tests prior to graduation.
The statistics show that approximately 120 HE institutions nationwide, over
In Hanoi, 30 universities utilize TOEIC scores to assess students' eligibility for graduation, with a common cut-off score of 450 points set by institutions like the National University of Civil Engineering and Hanoi Law University Some universities, such as Hanoi University of Science and Technology, require higher scores; for instance, non-English majors must achieve a minimum of 500 points to proceed with their graduation thesis, as per Decision No 148/QĐ-ĐHBK-ĐTĐH dated September 5, 2017 While certain universities, including the People's Security Academy and University of Transport Technology, partner with IIG Vietnam, the sole ETS-authorized organization, to administer TOEIC exams, others mandate that students take the tests independently at IIG Vietnam's headquarters Regardless of the testing method, all test-takers receive valid score certificates.
Previous studies on the use of TOEIC as an exit requirement in Vietnam
There have been a couple of studies related to the use of TOEIC as a graduation requirement in HE institutions in Vietnam The first study entitled “The
The study "TOEIC Test as an Exit Requirement in Universities and Colleges in Danang City, Vietnam: Challenges and Impacts" conducted by Nhan (2013) highlights significant challenges in implementing the TOEIC certification as a graduation requirement The research indicated that at the time of introduction, the limited availability of qualified instructors, inadequate resources, and a curriculum that does not prioritize English language learning hindered students' ability to achieve the necessary TOEIC scores Additionally, students from lower socioeconomic backgrounds faced further disadvantages in accessing supplementary TOEIC preparation courses Therefore, the study suggests that higher education institutions may find it more practical to adopt a locally based English assessment for determining graduation eligibility for final-year students.
Nhan (2013) emphasized the importance of maintaining English certification requirements, such as TOEIC, as a long-term goal for exit criteria in education This is crucial as companies increasingly prefer internationally recognized standards like TOEIC for recruitment, and Vietnamese higher education institutions must compete with foreign-invested universities To prepare effectively, students should be informed from the outset of their university journey to dedicate sufficient time to enhance their English skills and practice for exit tests Additionally, English programs and teacher training should be restructured to promote active language production among learners.
A study by Tran (2016) titled “Impact of using TOEIC as an exit requirement at a public university in Vietnam” revealed significant effects of TOEIC scores on English language education Firstly, the requirement led to a reform of the EFL curriculum, with educators developing TOEIC-oriented programs to better prepare students for graduation exams Secondly, the focus in classrooms shifted towards teaching test-taking strategies, resulting in reduced emphasis on interactive and communicative activities.
Summary
Listening to test-takers' perspectives on high-stakes standardized tests, such as the TOEIC required by some higher education institutions in Vietnam, is essential for a comprehensive understanding of the issues involved The TOEIC's results significantly influence the granting of academic degrees, and this policy has been in place for seven years, allowing for a thorough evaluation of its effectiveness However, existing research on the TOEIC exit standard in Vietnam has primarily focused on academic factors or has not adequately addressed the appropriateness of the policy from the test-taker's viewpoint, particularly since some studies were conducted during the pilot phase Consequently, the extent to which students perceive the English exit standard and the TOEIC as a graduation requirement remains unclear, highlighting a critical research gap that this study aims to address.
METHODOLOGY
Research design
This survey research employed a mixed methods design, integrating both quantitative and qualitative approaches As noted by Creswell (2003), the growing acceptance of both qualitative and quantitative research in the social and human sciences has led to an expansion in mixed methods research, which utilizes data collection techniques from both types of data.
To enhance the depth and breadth of the study, a mixed methods approach combining quantitative and qualitative procedures was employed This methodology allowed the researcher to explore the research matters from various perspectives, leading to a more comprehensive understanding of the topic Additionally, the triangulation of data collected through different methods bolstered the reliability of the findings (Allwright & Bailey, 1991).
The Explanatory Sequential Strategy, a mixed methods design, is utilized in this research to enhance the understanding of quantitative data through qualitative insights, as highlighted by Creswell (2014) This approach enables researchers to explain participants' common responses effectively In this study, a survey questionnaire serves as the primary tool for collecting quantitative data on non-English majors' perceptions of TOEIC scores as a graduation requirement Subsequently, qualitative interviews are conducted to gain deeper insights into the reasons behind certain survey responses.
Research site
This study was carried out at a prestigious TOEIC preparation center in Hanoi, known for its comprehensive classes divided into four levels: basic grammar, PreTOEIC (targeting a score of 350), TOEIC A (targeting 450+), and TOEIC B (targeting 600+) The center was selected due to its extensive history of hosting thousands of students from various universities in Hanoi, all aiming to meet TOEIC score requirements for graduation The researcher, who has taught at this center for five years, benefits from established rapport with participants, facilitating access and encouraging participation in the study According to Marshall and Rossman (2011), these advantages enhance the quality of research data and findings.
Participants
For this study, participants were selected from the center's learner database based on specific criteria: they were non-English majors at higher education institutions with a TOEIC exit requirement policy, had taken the official TOEIC tests within the last six months, and possessed valid TOEIC score reports at the time of data collection A total of 205 eligible students were invited to participate in an email survey, with 197 ultimately responding The participants were in their second to fourth academic years, represented both genders, and exhibited varying levels of English proficiency as indicated by their TOEIC scores The researcher aimed to explore how these characteristics might influence participants' perceptions of the research topics.
Table 1: Demographic information of participants Items Number (n = 197) Percentage (%)
After analyzing the survey data, the researcher found no inconsistencies in the answer choices of the questionnaires Consequently, the researcher opted to select interviewees on a voluntary basis.
Out of 197 respondents to the questionnaire, 36 students expressed interest in participating in a follow-up interview by providing their contact details Due to time constraints and the similarity of several questionnaire results, eight students were ultimately selected for interviews, representing various majors, universities, genders, and TOEIC scores This selection included individuals both in favor of and against the TOEIC being a graduation requirement, although the representation was not evenly distributed across these criteria, influenced by the number of volunteers and response ratios.
Data collection methods
Questionnaires offer a cost-effective method for collecting data from large and diverse groups of respondents, as highlighted by Bryman (2008) and Walliman (2011) They allow participants to choose whether to disclose personal information, thereby protecting their identities Additionally, the responses can be easily quantified and analyzed using software, facilitating quick and clear presentation of results In this study, the researcher opted to email soft-version questionnaires to participants, enhancing convenience and reducing costs compared to delivering hard copies.
Questionnaires can include a diverse range of items, such as closed and open questions, dichotomous choices, multi-option selections, and Likert scale items that vary in the number of response points.
Closed questions yield quantifiable data that is easier to compare and classify due to their limited and predetermined options (Creswell, 2008a) In contrast, open questions allow respondents to express themselves in their own terms, providing depth and potentially uncovering overlooked ideas (Brown, 2000; Punch, 2009) However, while open responses can offer rich detail, they may also lack the specificity desired by researchers and can be more challenging to quantify and analyze Considering these advantages and disadvantages, the data collection for this study's questionnaires followed a systematic approach.
The researcher developed a 13-statement questionnaire in Vietnamese, utilizing a five-point Likert scale that ranges from "totally disagree" to "totally agree," following the demographic information section for participants Detailed explanations for each question statement can be found in Table 2.
Table 2: Structure of survey questionnaire Research Question 1: Perceptions of the English requirement policy for graduation
Purpose of investigation Question statements
Necessity of the policy 1 It is necessary for universities to require their students to pass a certain score in an ELP test before graduation
Goal of the policy 2 Passing an exit English standard ensures that students have minimum ELP for their future work
3 I study English harder when my university adopts the exit English requirement policy
4 I would still be motivated to study English at university even if there were no English graduation requirements Policy‟s impact on ELP 5 I would still be motivated to prepare to take test-taking motivation standardized English language proficiency tests even if there were no English graduation requirements
Research Question 2: Perceptions of the appropriateness and effectiveness of the TOEIC as an exit test
Purpose of investigation Question statements
Impact of TOEIC preparation on ELP
6 Preparing for the TOEIC test helps me improve my ELP
Universities preparing their students for TOEIC exit tests
7 English learning curriculum in my university is sufficient for me to take the TOEIC exit test
8 My university often organizes TOEIC preparation classes for students before exit English exams
Appropriateness of cut- off scores
9 Required TOEIC cut-off score is achievable without difficulty
Validity of TOEIC scores 10 TOEIC scores accurately reflect my ELP
11 If I have a high-score TOEIC certificate, I will feel more confident to apply for a job after graduation
12 TOEIC speaking and writing tests should be required for graduation
13 If there were no English exit requirements, I would still be motivated to prepare for and take the TOEIC test
The questionnaires were administered to 10 students from a TOEIC preparation class, who were not part of the study, with the researcher present to offer explanations as needed This pilot stage confirmed that the questions were well understood and contributed to enhancing the validation of the study's methods and findings (Creswell, 2008a).
The survey was conducted by emailing official questionnaires to 205 eligible participants, accompanied by an engaging invitation After a week, reminders were sent to students who submitted incomplete questionnaires or had not responded Ultimately, 197 valid questionnaires, representing 96.1%, were collected over a twelve-day period These responses were numbered from 1 to 197 and organized in a dedicated folder for easy access by the researcher.
Interviews are an effective method for gathering in-depth opinions and feelings on specific topics, events, or actions (McDonough & McDonough, 1997; Punch, 2009) Their conversational nature allows interviewers to adapt questions, reorder them, or delve deeper based on the interviewee's responses, particularly in less structured formats (Roulston, 2010) Unlike questionnaires, interviews enable participants to elaborate on their thoughts, providing a platform for clarification and expression Additionally, face-to-face interactions allow interviewers to interpret non-verbal cues such as intonation, facial expressions, and gestures, offering insights beyond spoken words (Walliman, 2011) By attuning to these signals, interviewers can explore topics more deeply, resulting in richer and more nuanced responses than those typically obtained through questionnaires.
In this research, a semi-structured interview format was utilized, allowing the interviewer flexibility in question order while covering key themes Core questions were established, but the interviewer could elaborate or ask follow-up questions to enhance the interviewee's understanding and responses This approach enabled deeper exploration of specific topics through probing questions, as suggested by Bogdan & Biklen (2007) The sequence of core questions was adaptable, guided by the interview's natural flow, ensuring comprehensive data collection for effective comparison and categorization The interview process followed a series of fundamental steps.
Designing the interview: A list of interview questions in Vietnamese was prepared, based on prominent features discovered from questionnaire analysis (see Appendix
The interview questions aimed to investigate the factors shaping students' perceptions of the English graduation requirement policy, focusing on its goals and its impact on English language proficiency (ELP) and learning Additionally, insights into test-takers' experiences with the TOEIC exit tests, including aspects like test design, purposes, and score validity, were gathered to address the second research question.
The interviews were conducted one-on-one in a distraction-free meeting room, ensuring an environment conducive to open dialogue The researcher audio recorded the sessions while also taking notes on key points for further discussion Following McNamara's (1999) seven-step process, the researcher began by explaining the interview's purpose and addressing confidentiality terms Additionally, the format and expected duration of the interview were clarified, and interviewees were informed on how to contact the researcher afterward Finally, the researcher invited any questions from the interviewees before commencing the interview.
Data analysis procedures
Data from valid questionnaires were analyzed using SPSS to summarize descriptive statistics, including participant agreement percentages, mean scores, and standard deviations This analysis aimed to enhance the understanding of educational policymakers, university administrators, and the public regarding attitudes toward the English graduation requirement and the use of TOEIC as an exit test Additionally, Chi Square cross-tab analyses were conducted to explore correlations between students' English language proficiency (ELP) as measured by TOEIC scores and their perceptions of related issues For the first research question, P-values indicated significant differences in opinions about the necessity of the exit English requirement between higher- and lower-proficiency groups For the second research question, P-values assessed whether students with varying ELP levels perceived the impact of TOEIC preparation, the appropriateness of cut-off scores, the need for productive skills testing, and motivations for taking the TOEIC differently.
The researcher transcribed audio recordings of the interviews, following the guidelines set by Kvale & Brinkmann (2009) for data analysis Only specific excerpts intended for quotation were translated into English Participants received copies of their transcripts to verify the accuracy of their provided information and had the right to remove any details they felt uncomfortable sharing from the recordings.
The researcher thoroughly reviewed the transcripts multiple times to gain a comprehensive understanding of the responses and to establish an initial list of analytical categories relevant to the research questions, such as policy goals, which aimed to explore students' perspectives on the English exit requirement policy Further analysis revealed three variants under the category of the policy's impact on English Language Proficiency (ELP): positive, negative, and no impact Each variant was clearly defined in the coding scheme, following the semi-structured interview analysis guidelines set by Schmidt (2004) The coding scheme was later updated to include new categories and eliminate redundant or irrelevant ones Finally, the researcher utilized NVivo qualitative data analysis software to efficiently code the entire dataset and identify relationships among the themes.
RESULTS AND DISCUSSION
Research Question 1: What are students‟ perceptions of the English requirement
A survey conducted among students regarding the exit English Language Proficiency (ELP) requirement revealed significant insights into their attitudes towards the policy An overwhelming majority, 80.2%, expressed support for the requirement, believing it essential for ensuring a minimum level of English proficiency before graduation, with 71.5% citing future employment as a key reason Furthermore, 91.3% of participants reported increased effort in studying English due to the policy Interestingly, nearly 80% stated they would remain motivated to learn English even without the policy, indicating that intrinsic motivation plays a role However, only 38.1% of respondents expressed a willingness to prepare for standardized ELP tests without the policy in place, highlighting a general awareness of the importance of English learning, yet a lack of interest in test preparation unless mandated.
Table 3: Students’ opinions about the exit English requirement policy
It is necessary for universities to require their students to pass a certain score in an ELP test before graduation
Passing an exit English standard ensures that students have minimum ELP for their future work 71.5 22.1
I study English harder when my university adopts the exit English requirement policy 91.3 8.7
I would still be motivated to study English at university even if there were no English graduation requirements
I would still be motivated to prepare to take standardized English language proficiency tests even if there were no English graduation requirements
A study was conducted to investigate the relationship between students' opinions on the exit English requirement policy and their English language proficiency Respondents were categorized into two groups based on their TOEIC scores, with those scoring above the mean of 523 classified as higher proficiency and those below as lower proficiency It is important to note that these groups were created solely for analysis convenience and do not reflect distinct proficiency levels from a broader sample The analysis revealed a significant mean difference of 156.9 total TOEIC score points between the higher- and lower-proficiency groups.
Table 4: Students’ opinions about the exit English requirement policy by their ELP
Opinions about the exit English requirement policy
Cross-tabulations were conducted to assess whether English language proficiency could influence students' opinions regarding the English graduation requirement policy The findings presented in Table 4 indicate that there was no significant difference in viewpoints between students with higher and lower proficiency levels concerning the necessity of this policy.
(1) = 0.76, p >0.05) That is, the students have a positive attitude toward the English requirement policy for graduation regardless of their English language proficiency measured by their TOEIC scores
The interview data complemented the survey findings by revealing key factors that shape students' perceptions of the English graduation requirement policy Students' feedback highlighted three primary themes: the goals of the policy, its effects on English Language Proficiency (ELP), and its influence on motivation for learning English Table 5 presents the number of students who provided insights on each subcategory within these main themes.
Table 5: Interviewees’ perceptions of the exit English requirement policy Main category Sub-category Students (n = 8)
To ensure students have minimum
To help improve students‟ ELP 6
To motivate students to study English 7
To prepare students for further study 2
To prepare students for future employment 7
Students expressed various insights regarding the purpose of the exit English requirement policy, indicating a collective understanding of its goals and generally supporting its implementation Four students believed the policy aimed to ensure graduates possess the minimum level of English proficiency for effective communication, while six felt it could enhance students' English language proficiency (ELP) Additionally, seven students viewed the policy as a motivation tool to prepare them for future employment, and two believed it would assist in their preparation for further studies.
The policy's influence on English learning received mixed reviews from interviewees, with many acknowledging its positive impact on their English Language Proficiency (ELP) Student 6, a sophomore with higher proficiency, emphasized its necessity for future employment, stating that it encourages students to learn English sooner Conversely, some students, like Student 8, a lower proficiency senior, expressed that the policy's effects were limited and short-term, as they lost motivation to study English after meeting the required TOEIC score for graduation Additionally, students noted concerns about the absence of an appropriate cut-off score for graduation, which further shaped their perceptions of the policy.
Student 1 (higher proficiency, senior) reported:
I don‟t think the policy is meaningful nor has impact on students‟ learning motivation because the requirement is so low In my university, the requirement is
Achieving a score of 450 on the TOEIC test may seem attainable, especially since random guessing can yield scores between 200 and 300 points However, many companies now require candidates to have a minimum TOEIC score of 600 Raising the exit requirement for students could significantly enhance their language proficiency and better prepare them for the competitive job market.
TOEIC certificate not only for graduation but also for job application, to kill two birds with one stone
Three students expressed concerns regarding the insufficient cut-off scores, despite generally supporting the policy They were skeptical about the potential positive washback effects that the policy might create For example, Student 3, a junior with lower proficiency, highlighted these apprehensions.
Many students believe that increasing graduation requirements for English would enhance motivation to study the language Currently, the low requirements at my university lead many to feel that minimal effort is sufficient to meet them While I support the idea of higher standards, I feel that the existing policy fails to truly inspire students to engage more deeply with their English studies.
Student 3, with a TOEIC score of 460, expressed confidence that law students at his university would easily meet the required scores, despite being among the least proficient in the group Many universities may set a cut-off score as low as 450 to maintain higher passing rates However, this could undermine educational goals and diminish student motivation, as highlighted by Student 2, who noted that when employer expectations exceed university requirements, meeting cut-off scores loses its significance.
Research Question 2: What are test-takers‟ perceptions of the appropriateness
Students have various standardized English Language Proficiency (ELP) tests available to fulfill exit requirements, leading to the assumption that those opting for the TOEIC tests view them more positively as an exit assessment To investigate this assumption, the analysis incorporated responses from all participants (n=7) considering taking the TOEIC tests.
Table 6 illustrates the frequency and percentage of students' perceptions regarding the TOEIC test A significant majority, 85.6%, indicated that preparing for the TOEIC positively influenced their English language proficiency (ELP) However, only 37.1% of students felt that their universities' English curriculum adequately prepared them for the TOEIC exit tests, suggesting that most students may not be receiving the necessary training in English language programs required for graduation.
Table 6: Survey respondents’ perceptions of the TOEIC as an exit test
Preparing for the TOEIC helps me improve my ELP 85.6 14.4
English learning curriculum in my university is sufficient for me to take the TOEIC exit test 37.1 62.9
My university often organizes TOEIC preparation classes for students before exit English exams 57.5 42.5 Required TOEIC cut-off score is achievable without difficulty 68.2 22.8
TOEIC scores accurately reflect my ELP 63.7 36.3
If I have a high-score TOEIC certificate, I will feel more confident to apply for a job after graduation 78.5 21.5 TOEIC speaking and writing tests should be required for graduation 52.6 47.4
If there were no English exit requirement, I would still be motivated to prepare for and take the TOEIC 64.5 35.5
Surprisingly, only 57.5% of students reported that their universities frequently organized TOEIC preparation classes before exit exams, leaving many to prepare independently, which likely drove them to specialized TOEIC centers This indicates that few universities adequately prepare students for exit TOEIC tests, suggesting that the exit TOEIC requirement has limited influence on English language education in some higher education institutions, contrary to findings by Tran (2016) However, nearly 70% of respondents affirmed that they found the cut-off score easily achievable.
Students had mixed opinions regarding the validity of their test scores, with 63.7% believing the scores accurately represented their English language proficiency (ELP), while the remaining respondents disagreed This divergence in views may stem from the exit requirement policy, which only considered TOEIC listening and reading test scores Those skeptical about score validity argued that the TOEIC LR test, focusing solely on receptive skills, fails to fully capture their overall language competency Additionally, the phrasing of the survey question could have influenced responses; if students had been asked about the relevance of their scores for English listening and reading abilities in the workplace, opinions might have shifted Nonetheless, a significant 80% of students expressed that a high TOEIC score would boost their confidence in job applications post-graduation.
LR certificate This implies that it is not easy to achieve impressive TOEIC LR scores, and this standardized certificate has its own value
A recent study revealed that student opinions on the necessity of TOEIC speaking and writing tests for graduation were mixed, with 52.6% recognizing the importance of these productive skills Notably, students who supported the requirement had significantly higher TOEIC listening and reading scores compared to those who opposed it This suggests that students with stronger receptive skills are more inclined to advocate for mandatory speaking and writing proficiency before graduation Conversely, students with lower receptive skills may fear that adding these requirements could hinder their chances of graduating.
Nearly 65% of students indicated that they would be motivated to prepare for the TOEIC tests even without the requirement of passing an English proficiency exam for graduation This significant motivation reflects the students' belief in the value of TOEIC scores beyond merely meeting exit requirements, highlighting the test's popularity compared to other standardized English language assessments.
The second part of Research Question 2 explored whether students with higher and lower English Language Proficiency (ELP) perceive the TOEIC exit test differently Cross-tab analyses revealed no significant differences in their views on the TOEIC's effectiveness for improving ELP, with results showing χ²(1) = 0.62, p = 0.43 Overall, most students held a positive outlook on the TOEIC's impact on language learning Additionally, no significant difference was found in their perceptions of the validity of TOEIC scores, indicated by χ²(1) = 1.53, p = 0.21.
Table 7: Survey respondents’ perceptions of the use of the TOEIC as an exit test by their ELP
TOEIC helps improve my ELP
TOEIC Speaking & Writing should be required
I would take TOEIC without requirement
A recent cross-tab analysis revealed significant differences in TOEIC speaking and writing test score requirements for graduation between two proficiency groups, with higher-proficiency students being 3.4 times more supportive of these requirements (χ²(1) = 17.43, p < 0.001) Additionally, the analysis showed that higher-proficiency students were 3.5 times more motivated to prepare for the TOEIC test, regardless of the policy's presence, compared to their lower-proficiency counterparts (χ²(1) = 15.79, p < 0.001).
The interviewees were asked to discuss their experiences and opinions about preparing for and taking the TOEIC tests and the use of the TOEIC as an exit test
The research aimed to explore students' opinions on the TOEIC as an exit test, revealing three key themes in their perceptions: the design of the test, its purposes beyond merely fulfilling graduation requirements, and the validity of the scores A summary of the students' responses is provided in Table 8.
In response to the utility of the TOEIC as an exit test, student interviewees expressed generally positive views, highlighting the test's well-designed features Six students noted the authenticity of the test content, affirming that TOEIC effectively measures workplace English skills Additionally, some students appreciated the listening component for its reflection of real-world English usage, incorporating various native accents While a few students preferred TOEIC over other tests for graduation requirements, three participants mentioned challenges with the reading section, finding it too lengthy and difficult to complete within the allotted time.
Table 8: Interviewees’ perceptions of the TOEIC as an exit requirement Main category Sub-category Number of students
Score validity Scores reflect actual ELP 5
Scores on the TOEIC do not accurately reflect students' English Language Proficiency (ELP) as they often pursue the test for various reasons beyond graduation requirements Interviewees indicated that achieving a satisfactory score could help qualify for specific job opportunities, convert into academic credit (for instance, a score of 600 on the TOEIC equates to 10 marks for English credits), or serve as a personal assessment of their ELP.
TOEIC has become a widely recognized standardized test in Vietnam, prompting me to take it to meet my graduation requirements Achieving a score of 600 points or higher not only allowed me to receive A+ grades in all my English courses but also significantly enhances my job applications as I approach graduation.
Four students noted that the TOEIC test evaluates not just workplace English but also language usage in everyday situations They recognized the test's ability to gauge their overall English language proficiency (ELP) One student, a sophomore with lower proficiency, elaborated on this perspective.
The TOEIC test scores are valuable and practical, as they emphasize workplace English and effectively reflect the English skills needed for daily life After preparing for the TOEIC, I recognized its ability to measure general English language proficiency Prior to joining a TOEIC preparation class, I was unaware of the test, but I now prefer learning real-life English through TOEIC over my university's current English curriculum.
A key theme identified in the data was students' perceptions of the validity of TOEIC scores Five students expressed positive views regarding the reliability of their TOEIC Listening and Reading (LR) scores, indicating that they believed these scores accurately represented their English language abilities For instance, one student noted, “I took the test two times, and my scores were very close both times," highlighting the consistency of the results as a reflection of his English proficiency Another student reinforced this sentiment, emphasizing that the test scores served as an accurate measure of their language skills.
