The English language education in Vietnam
English is a compulsory subject for 94% of undergraduates and 92% of graduates in Vietnam, yet many students struggle to achieve the necessary competence for employment certifications (Hoang, 2011) Despite the prevalence of English education, the communicative competence of Vietnamese employees remains low, hindering job opportunities in foreign companies for recent graduates (Ha, 2007) A significant number of learners fail to use English effectively for communication, with estimates suggesting that fewer than ten out of fifty English majors possess the skills needed for roles such as interpreters or teachers (Pham, 2004) Furthermore, English instruction in Vietnam tends to prioritize grammar over communicative practices, limiting students' practical language use (Ellis, 1996; Pham, 2004).
Vietnam must enhance its English teaching and usage standards to keep pace with rapid globalization and significant changes To achieve this, an innovative approach has been proposed to elevate English proficiency among graduates of Vietnamese tertiary institutions This initiative aims to ensure that students meet higher language standards essential for success in a globalized world.
The "National Foreign Languages Project to the Year 2020" (DA2020) aims to enhance English proficiency among students across Vietnam's educational system A significant aspect of this initiative is the implementation of graduation standards, mandating that graduates meet specific minimum English language requirements to complete their programs In early 2008, the Vietnamese Ministry of Education and Training (MOET) issued a directive for universities and colleges to define their graduation criteria, including English proficiency, by the end of the year.
Rationale of the study
Since August 15, 2015, ULIS-VNU has implemented the VSTEP as an exit test for all students, marking the introduction of a novel proficiency assessment in Vietnam Given the lack of prior research on this test, this study aims to investigate its effects on students' English learning experiences at ULIS.
Students at ULIS must meet the VSTEP requirements before graduation, significantly influencing their learning experience First-year students, who are transitioning from high school to higher education, often face heightened stress during this adjustment period This transition introduces them to unexpected challenges, including increased workloads, diverse teaching methods, and collaboration with peers and lecturers Understanding how the VSTEP test impacts first-year students' English learning is essential for both educators and students, facilitating more effective teaching and learning strategies.
The VSTEP, a newly introduced test, serves as a case study for examining its effects on English learning among students at ULIS-VNU This investigation highlights the growing significance of research on test impact within the field of language testing in recent years.
The significance of the study
This empirical study investigates the impact of the VSTEP, a new English proficiency test in Vietnam, marking one of the first explorations of its effects By addressing the research gap surrounding the VSTEP, this study offers valuable insights into how an exit test influences English language learning at the University of Languages and International Studies.
Studies (ULIS) Most importantly, the study highlights the voices of students, the very people at the centre of the learning process
This study's findings offer valuable insights for the institution, aiming to enhance the English teaching and learning experience By refining the design and administration of the test, the institution can improve the policy and implementation of the English graduation requirement, ultimately leading to more beneficial outcomes for students.
Aims of the study
This study explores the effects of the Vietnam Standardized Test of English Proficiency (VSTEP) on first-year students' language learning at the University of Languages and International Studies (ULIS), Vietnam National University (VNU) Building on the research by Hongli Li, Qi Zhong, and Hoi K Suen (2012), the investigation focuses on two key areas: the academic impact, which examines how VSTEP influences students' English learning, and the affective impact, which considers the emotional and motivational aspects of language acquisition among ULIS students.
Students' English learning behavior encompasses both the content they study and the methods they employ in their studies Additionally, the affective impact of VSTEP significantly affects students' emotional conditions, influencing factors such as goal orientation, motivation, self-efficacy, and anxiety.
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?
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)
The VSTEP
The introduction of the VSTEP as an English certificate exit
Many tertiary institutions have integrated graduation standard control into their study programs to ensure the quality of their qualifications In Vietnam, universities commonly use standardized English proficiency tests, such as TOEIC and TOEFL, to maintain these standards For instance, the University of Languages and International Studies (ULIS) has recently implemented the Vietnamese Standardized Test of English Proficiency (VSTEP), requiring all students to provide proof of their English proficiency level as a graduation prerequisite.
The VSTEP is a standardized English proficiency test for undergraduate students at ULIS, aligned with the Common European Framework of Reference for Languages (CEFR) and tailored to the Vietnamese context Students are required to take the VSTEP between their second and final year, with multiple test opportunities available each year Targeting levels 3 to 5, ULIS students must achieve level 5, equivalent to CEFR level C1 The test comprises four sections: listening, reading, writing, and speaking By establishing the VSTEP as a graduation requirement, the initiative aims to enhance teaching methods and student learning, ultimately fostering the development of English skills among students.
The basic information of the VSTEP levels 3-5
2.1.2.1 The origin of the VSTEP
English has long been a central focus in Vietnam's tertiary foreign language education (Hoang Van Van, 2008) The 1986 opening of Vietnam to global influences, alongside the rise of globalization and internationalization in higher education, significantly increased the demand for improved English language teaching and learning This enhancement is a key objective of Vietnam's higher education reform In support of this goal, the Vietnamese government adopted the Common European Framework of Reference for Languages (CEFR) as the national standard for foreign language education in 2008 through Decision 1400/QĐ-TTG This decision also endorses DA2020, which includes the development of a tool to assess the English proficiency of Vietnamese students.
Linguists and educators in Vietnam developed a localized version of the Common European Framework of Reference for Languages (CEFR-V) to establish standards for English language teaching in the country This initiative aligns with Circular No 01/2014/TT-01 issued by the Ministry of Education and Training on January 24th.
In 2014, the Minister of Education and Training introduced the Vietnamese Standardized Test of English Proficiency (VSTEP), designed for proficiency levels 3 to 5 This test is implemented across foreign language training institutions and is integral to language training and learning within the national education system.
2.1.2.2 The format of the VSTEP
There are four parts in the test:
Table 1 Format of the VSTEP
Parts Time Numbe r of items/ tasks
Listening About 40 minutes (including time to transfer answers into the answer sheet
Test-takers listen to short exchanges, instruction/ announcements, coversations and longer talks and then do the multiple choice questions
To test different listening sub- skills from level 3/B1 to 5/C1: listening to specific information, main ideas, opinions, purposes inferences
(including time to transfer answers into the answer sheet
Test-takers read 4 texts on various topics relevant to level 3/B1-level 5/C1, around 1900-2050 words in total, then do the multiple choice questions
To test different reading sub- skills from level 3/B1 to 5/C1: reading for specific information, main ideas, opinions, purposes inferences, meaning of words
Writing 60 Minutes 2 tasks Task 1: Time limit: 20 minutes Length: 120 words at least Weighting:
10/30 Test takers write a (n) letter/ email in 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
To test written interaction skills and written production skills
Speaking 12 minutes 3 tasks Task 1: Social Interaction: test-takers have to answer three to six questions of two different topics
Task 2: Solution Discussion: test-takers are provided with a situation and three proposed solution options and is required to give opinions about the best solution and counter-arguments for the others
To test various speaking skills: interaction, discussion and presenting a topic to the audience
Test-takers are tasked with developing a specific topic, utilizing provided ideas from a mind-map or incorporating their own concepts This process is further guided by additional questions that encourage deeper exploration of the subject matter.
(My translation from http://ulis.vnu.edu.vn/taxonomy/term/205/3273)
Table 2 VSTEP level conversion table
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
Fluently expressing ideas without hesitation is essential for effective communication The ability to use language flexibly and efficiently caters to various social, academic, and professional contexts, enhancing overall interaction and understanding.
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)
The table below shows comparisons between various test scores and level systems (like TOEFL, TOEIC, IELTS) and the VSTEP level system
(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)
Definition of impact and related studies
Recent research in language testing has differentiated between "washback" and "impact." Wall (1997) defines test impact as the effects a test may have on individuals, policies, or practices within various educational contexts, while washback refers specifically to the effects of tests on teaching and learning Bachman and Palmer (1996) view washback as a component of test impact, which can be categorized into two levels: the micro level, affecting individual students and teachers, and the macro level, influencing society and educational systems These distinctions highlight the multifaceted nature of testing effects in education.
“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,
In the realm of applied linguistics, the concept of "backwash," as defined by Biggs (1996), refers to the influence that assessments have on teaching and learning practices This impact can manifest in both intended positive outcomes and unintended, potentially negative consequences, as discussed by Alderson and Wall (1993) and Bachman.
Washback, as discussed by various scholars, can be classified as either positive or negative Taylor (2005) highlights that positive washback fosters effective teaching and learning practices, while negative washback leads to detrimental educational outcomes Shohamy (1992) emphasizes the impact of external language tests on language learners, stating that these assessments significantly influence foreign language learning within educational settings This perspective is further supported by Alderson and Wall, who explore the implications of washback in language education.
In 1993, the washback hypotheses were introduced, outlining the significant impact that tests can have on various aspects of education These hypotheses suggest that tests influence not only teaching and learning practices but also shape what learners acquire and the methods they use to learn Additionally, they affect the pace, order, intensity, and depth of the educational process Hughes (1993) further emphasized that tests impact participants' perceptions and attitudes, which subsequently influence their performance and the overall learning outcomes.
Bachman and Palmer (1996) posited that washback is a complex phenomenon that extends beyond the mere effects of a test on teaching and learning They emphasized the importance of evaluating a test's impact in relation to societal goals, educational contexts, and potential outcomes Similarly, Hughes (2003) defined washback as the influence a test can exert on learners, teachers, educational systems, and society as a whole.
Various researchers have defined impact, or washback, in different ways, yet they all address the same educational phenomenon Studies indicate that washback is closely linked to the interplay between teaching, learning, and testing, as well as the connections among various curriculum components Additionally, it plays a significant role in curriculum change and innovation.
In this study, the term "washback" is used interchangeably with "impact," reflecting its common usage in applied linguistics Wall (1997) defines washback as the influence of tests on teaching and learning processes For this research, "impact" is understood in the same context.
„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
Washback, the influence of testing on learning, has been extensively studied across various countries and contexts, revealing that it is shaped by multiple mediating factors Significant research includes examinations of language exams in the Netherlands (Luijten, 1991), a needs-based exam at a Turkish university (Hughes, 1988), and the national university entrance examination in China (Li, 1990) Additional studies focus on various exams and their revisions in Hong Kong (Andrews, 1994; Cheng, 2005; Fullilove, 1992; Lam, 1994), as well as reformed high school entrance exams and new testing methods in Taiwan (Chen, 2002; Shih, 2007) Furthermore, washback in language testing has been explored (Balley, 1999), highlighting the importance of these studies in understanding the impact of assessments on educational practices.
In their research projects conducted in Israel, Shohamy (1993) and Shohamy et al (1996) investigated the washback effect of an interactive English Foreign Language (EFL) oral matriculation test on teaching practices Their findings revealed that the impact of the test on teaching was complex and multifaceted Following these conclusions, Ferman further explored the implications of test washback in educational settings.
A 2004 study utilizing questionnaires examined students' perceptions of the English Foreign Language (EFL) oral matriculation test, revealing varying washback effects based on proficiency levels Low-ability students engaged in intensive preparation, including private tutoring and memorization, believing that cramming could enhance their scores In contrast, middle-ability students reported the highest anxiety levels and viewed the test as a crucial factor for improving their language skills, indicating that washback was most pronounced for this group.
A study by Shohamy et al (1996) revealed that an Arabic Second Language (ASL) test had minimal long-term washback effects on student learning, which diminished over time Despite efforts to enhance teaching and learning, the test failed to elevate the status of Arabic, primarily due to low stakes and perceptions among teachers regarding its utility for promoting higher-level learning Consequently, the influence of the ASL test was short-lived The researchers concluded that washback effects can evolve over time, influenced by factors such as the language's status, the test's significance, its purpose, format, and the skills it assesses.
Cheng (1997-2005) conducted an extensive quantitative and qualitative study to explore the impact of the modified Hong Kong Certificate of Education Examination (HKCEE) on secondary school graduates To assess the washback effect of the HKCEE on students' learning, she utilized questionnaires and collected responses from participants.
A study involving 42 students indicated that the HKCEE significantly influenced their learning, accounting for 30% of their educational experience Factors such as future job prospects, parental concerns, and competition among peers also played a role Cheng (1997) concluded that students regarded the exam as the most significant factor affecting their English language progress In a subsequent study in 1998, Cheng observed that despite changes in test content, students maintained their original learning processes, strategies, and motivations for learning English Additionally, Cheng (1998) examined the washback effect of the HKCEE on students' feelings and attitudes towards their education.
Students exhibited ambivalent attitudes towards the test, acknowledging that it motivated them to achieve high scores However, they also believed that exams failed to accurately represent the full scope of their learning and understanding.
In 1990, Li conducted a study on the National Matriculation English Test (NMET), which serves as the entrance examination for all universities in China The primary goal of the NMET was to create a positive washback effect on teaching and learning in schools Given that approximately three million individuals take the test each year, it is classified as a high-stakes assessment Li found that while teachers expressed discomfort with the NMET, students demonstrated greater adaptability and acceptance of the new testing methods, largely due to the significant impact the test has on their future opportunities.
Impacts of some English tests as a graduation requirement
Recent research in the field of language testing highlights the trend of using English proficiency tests as a graduation requirement for students Notably, three significant studies stand out that warrant a closer examination.
A study conducted by Hui-Fen Hsu in 2009 examined the effects of implementing English proficiency tests as a graduation requirement at Taiwanese universities of technology The research focused on two groups: non-English major students, who were required to pass an English proficiency test, and English major students, who faced no such requirement Findings indicated that the policy had minimal washback effects on classroom activities and did not promote additional English-medium engagement outside of class While students expressed a dislike for examinations, these assessments served as a significant motivation for their English learning, highlighting the examinations' role in their educational experience The study suggested that although the new regulation altered some attitudes towards teaching and learning, it did not significantly change students' views on the importance of examinations Furthermore, students subject to the graduation requirement did not demonstrate a strong commitment to preparing for the tests, indicating that the policy was ineffective in motivating increased English language learning.
A study conducted by Thuy Nhan in 2013, titled “The TOEIC® Test as an Exit Requirement in Universities and Colleges in Danang City, Vietnam: Challenges and Impacts,” highlights the growing significance of the TOEIC® test in determining graduation eligibility in Danang's educational institutions The research indicates that this policy reinforces the gate-keeping role of the English language, disproportionately affecting certain student groups Factors such as social and educational backgrounds, along with the demand for English learning, play a crucial role in the test's effectiveness Nhan emphasizes that the impact of this policy remains unclear, as it presents several challenges that require resolution To address these issues, it is essential to modify English programs and teacher training to better support students in developing their language skills and adequately preparing for exit tests.
The third study is the one conducted by Hongli Li, Qi Zhong and Hoi K Suen
A 2012 study titled “Students’ Perceptions of the Impact of the College English Test” revealed that the College English Test (CET) significantly influences students' learning content more than their learning methods The research indicated that students prioritize listening and reading skills over writing and speaking While preparing for or taking the CET boosted students' self-efficacy regarding their overall English abilities and various skills, it also heightened their feelings of pressure and anxiety Overall, the study concluded that the CET affects students' English learning behaviors and emotional well-being.
Tests significantly affect various aspects of students' lives, including self-concept, motivation, aspiration levels, study practices, and anxiety, as highlighted by Kirkland (1971) Test scores can positively or negatively influence a student's self-concept based on their perceptions of their performance Additionally, the stakes and frequency of tests, along with expectations of success or failure, play a crucial role in shaping student motivation Students' levels of aspiration are also tied to their self-concept and motivation; successful test performance can elevate aspirations, while failure can diminish them Furthermore, different types of tests, such as open-book or multiple-choice, affect study practices in diverse ways Lastly, the pressure of testing often induces anxiety, particularly among students who perceive tests as challenging Harlen and Deakin-Crick (2003) emphasize the intricate relationship between motivation and factors like effort, goal orientation, and self-efficacy, illustrating the multifaceted impact of testing on student outcomes.
Most research has primarily concentrated on academic factors, often overlooking students' affective conditions This study builds on the work of Hongli Li, Qi Zhong, and Hoi K Suen (2012) by examining the VSTEP's effects on students' learning through both academic and affective lenses The academic impact focuses on how VSTEP influences students' English-learning behaviors, including what they study and their study methods In contrast, the affective impact assesses how VSTEP affects students' emotional states, encompassing aspects such as goal orientation, motivation, self-efficacy, and anxiety.
This chapter highlights two key aspects of the research: VSTEP and its impact, detailing their concepts and classifications It also examines how various studies influence the use of English proficiency tests as a graduation requirement These insights serve as a foundation for developing the questionnaire and shaping the research design.
Introduction
Previous research on test impact primarily examined the effects of testing on classroom teaching and learning, with fewer studies addressing how testing influences students' learning behaviors and emotional states Some investigations have focused on tests as graduation requirements, involving participants who had both taken and planned to take the test However, VSTEP, a new official test in Vietnam aligned with the CEFR, has not been studied in terms of its impact on first-year students' learning, making this an unexplored area in the existing literature.
The identified gap in existing literature guided the design of this study, which aims to examine the impact of the VSTEP program on first-year students' learning at ULIS This section outlines the data collection methods, as well as the context and participants involved in the research.
Method of the study
To investigate the washback effects on learning, I designed a focused study utilizing a questionnaire survey According to Fritz Scheuren (2004: 9), a survey is an effective method for collecting information from a sample of individuals, allowing for a concise examination of the topic at hand.
In this study, a single-method approach utilizing a questionnaire was chosen for data collection due to the thesis's purpose and length constraints The review of washback studies indicated that previous research commonly employed questionnaires, interviews, testing measures, and classroom observations Notably, many studies have relied on students' self-reported responses to questionnaires regarding the effects of standardized testing (e.g., Herman & Golan, 1991; Shohamy, 1992) Questionnaires are particularly suitable for involving large sample sizes, providing a structured approach that generates substantial numerical data, which will be analyzed quantitatively in this study Additionally, questionnaires can be administered without the researcher’s presence, especially when consisting mainly of closed questions, facilitating straightforward analysis (Cohen et al., 2007; Gillham, 2007) Consequently, the results obtained from questionnaires are often more comprehensive and representative than data gathered from individual studies.
The current research focuses on examining the effects of the VSTEP as a graduation requirement on students To gather diverse opinions, questionnaires will be utilized, enabling a significant number of students to share their perspectives.
Context of the study
This study was conducted at ULIS, a prestigious university in Hanoi, Vietnam, known for its high academic standards and rigorous college entrance requirements As a result, ULIS students typically exhibit English language proficiency that surpasses the national average To further enhance educational quality, particularly in English language instruction, ULIS has implemented significant changes in its education and language policy, including the adoption of the VSTEP as a national standard certificate.
Participants
The study focused on first-year English major students at ULIS, selecting a sample of 150 participants from 10 classes based on their willingness to participate.
The researcher selected first-year students for the study to investigate the impacts of the VSTEP on their English learning at ULIS, aiming to enhance teaching assistance for this group As a new graduation requirement, the VSTEP presents a unique challenge for first-year students who are encountering the test for the first time These students come from diverse educational backgrounds, with varying levels of English proficiency influenced by their previous learning environments While some may excel in grammar, they might struggle with speaking and listening skills, highlighting the disparities in English education between urban and rural areas Consequently, students' attitudes toward the VSTEP are likely to differ based on their social and educational experiences.
Data collection instrument
To gather data for this study, a questionnaire was utilized, replicating and modifying six tables from the research "Students' Perceptions of the Impact of the College English Test" by Li, Zhong, and Suen (2012), conducted at a Beijing university This approach was chosen for two primary reasons: first, both studies share a similar context, as they were conducted in high-ranking universities where English is a foreign language, leading to comparable pressures on students regarding English proficiency and testing Second, both studies aim to investigate the impact of exit tests, as passing the English test is a prerequisite for obtaining a bachelor's degree in both contexts.
The questionnaire for this study was structured similarly to a previous research conducted in China, organizing items into categories such as learning content, methods, goal orientation, motivation, self-efficacy, and anxiety It consists of two parts: the first gathers general information about students, including their English program, entrance exam results at ULIS, awareness of VSTEP as an English exit requirement, and perceived achievability of the required score The second part features 4-option Likert-type items, prompting students to express their level of agreement with statements regarding the impact of VSTEP This section is divided into six parts, corresponding to tables from Li, Zhong, and Suen's (2012) study: Table 8 addresses learning content with five items, Table 9 covers learning methods with four items, Table 10 focuses on goal orientation with three items, Table 11 examines motivation with twelve items, Table 12 investigates self-efficacy with six items, and Table 13 addresses anxiety with five items.
Table 4: Structure of the questionnaire
Part one Students‟ general information (English program of study they took, their English result at ULIS‟s entrance exam, their knowledge about the VSTEP)
Part two Impact of the VSTEP on students‟ learning content 5
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 this study, the researcher opted to replicate the questionnaire from a previous study due to the similarities between the two Modifications were made to certain questions, such as replacing "CET" with "VSTEP" and "Chinese" with "Vietnamese." For instance, the item in Table 9 originally stating, "I have taken or will take the CET coaching classes," was revised to "I will take the VSTEP coaching classes" to align with the study's focus on the future impacts of VSTEP on prospective test-takers Additionally, phrases like "taking or preparing for the VSTEP" were adjusted in various survey items across Tables 9, 10, 11, 12, and 13.
“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
I will work hard to practice English speaking if it is required on the CET
I will work hard to practice English speaking if it is required on the VSTEP
In order to prepare for the CET, I spend more time practicing English–Chinese translation
In order to prepare for the VSTEP, I spend more time practicing English– Vietnamese translation
I have taken or will take the CET coaching classes
I will take the VSTEP coaching classes
Taking or preparing for the CET makes me more motivated to learn English
Preparing for the VSTEP makes me more motivated to learn English
I spend more time learning English because of taking or preparing for the
I spend more time learning English because of preparing for the VSTEP
The piloting phase of the survey involved a questionnaire written in English, administered to 50 first-year students at ULIS to identify potential comprehension issues The researcher personally distributed the questionnaires and encouraged students to answer the questions while providing feedback on any difficulties encountered This approach allowed students to seek clarification during the process, ensuring that the questionnaire items were understood as intended and consistently across the sample Although part two of the questionnaire was clear, confusion arose in part one, particularly with the item regarding the "number of years studied in English." Students misinterpreted this item, with some counting their total years of English study, while others considered only their time at ULIS To clarify, the item was revised to ask about the specific English program taken: "Which English program did you take? - 7-year program; 10-year program; 12-year program."
The question "What was your English result at the entrance exam?" caused confusion among students To clarify, it was revised to "What was your English test result at the Vietnam National University (VNU) entrance exam - English proficiency section?" This change ensures a more precise understanding of the inquiry regarding English proficiency assessment.
Table 6: Changes of some items between pilot and main questionnaire
1.1 Numbers of year (s) you have studied
Which English program of study did you take?
☐12-year program 1.2 What was your English result at entrance exam?
What was your English test result at the Vietnam National University (VNU) entrance exam - English proficiency section? /80
Data collection and analysis procedures
The researcher distributed the final questionnaire to 150 first-year students at ULIS over three days, delivering approximately 40 questionnaires during break times across four classes Due to varying levels of student engagement and external noise, the researcher opted to distribute additional questionnaires to students living in the hostel, ultimately leaving 110 questionnaires in 38 rooms After collecting the completed surveys, it was found that 20 out of the 150 questionnaires were invalid, as those respondents were unaware of the VSTEP and its significance as a graduation requirement, leading them to leave related items unanswered.
The researcher conducted an analysis of the data gathered from the questionnaire by first calculating each item Utilizing Microsoft Excel, the researcher converted the numerical data into valid percentages, excluding any missing information The results were then organized into tables created in Microsoft Word for clarity and presentation.
This chapter outlines the research methodology utilized, featuring a questionnaire with detailed questions directed at 150 first-year students at ULIS It discusses the entire process from data collection to analysis, addressing participants' confusions and incorporating their suggestions to refine the questionnaire The chapter carefully explains the format and content of the questionnaire, with results converted into numerical data and presented in tables This methodological presentation aims to facilitate the understanding of the subsequent chapter.
CHAPTER FOUR: FINDINGS AND DISCUSSION
Some general information about the first-year students
English program of study 7-year program 40,8
English test result at the VNU entrance exam
Be informed of the VSTEP as an exit requirement
Achievable required level/ score Yes 91,6
Since 2009, secondary schools have offered two main English language programs: a 7-year program comprising 700 hours and a 10-year program totaling 1,050 hours The 7-year program has the highest student enrollment, while the 10-year program accounts for over 36% of the total students Additionally, nearly one-fourth of students participate in a 12-year program, which allows for two years of optional English learning, unlike the previous two programs where English is compulsory This highlights the varying English language backgrounds among students.
Many of them started to learn English from grade six whereas other students began studying English at grade three or even grade one
To gain admission to ULIS, a prestigious university, students must possess a strong English language foundation, demonstrated through the Vietnam National University, Hanoi (VNU) Entrance Test of English Proficiency This test consists of 80 questions, with student scores ranging from 51 to 78 Notably, over 67% of students scored between 60 and 69, while approximately 20% scored between 51 and 59 Only 13.3% of students achieved scores above this range.
% 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 newly implemented English exit requirement test at ULIS, and the institution actively informs first-year students about it during orientation meetings before the academic year begins A recent survey revealed that over 86% of students were aware of VSTEP, while more than 10% were not informed Reasons for this lack of awareness include some students missing the orientation meeting and others not paying close attention to the information presented Consequently, it is evident that not all students are fully informed about the VSTEP and its requirements.
Among students aware of VSTEP as an exit requirement, only 8.4% felt the required score was unachievable due to challenges like perceived difficulty, lack of motivation, or fear of failing the listening section This indicates a reluctance to prepare adequately for the test In contrast, over 91% of students believed the required VSTEP score was attainable, reflecting a more positive outlook towards their capabilities and preparation efforts.
- “ 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
- 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
- I will make every effort to achieve that required score”
Students demonstrate a strong willingness to take the VSTEP exam, showcasing their commitment to preparing and learning English to achieve the best possible results Their responses reflect high motivation towards both their learning journey and the upcoming test.
Impacts of the VSTEP on students’ English learning
Academic impacts: Learning Content and Learning Methods
Table 8 presents five items that evaluate the influence of the VSTEP on students' English study behaviors concerning learning content It details the percentages of students who strongly agreed (SA), agreed (A), disagreed (D), or strongly disagreed (SD) with each statement The items are organized in descending order based on the overall percentage of SA responses, indicating that the top item reflects the highest level of agreement, while the bottom item shows the least.
Table 8 Impact of the VSTEP on students’ learning content
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
I pay more attention to the words that are labeled as VSTEP vocabulary
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
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
Speaking is a crucial component of the VSTEP framework, which is aligned with the CEFR Student feedback indicates a strong preference for enhancing their English-speaking skills, with over 87% expressing a willingness to dedicate more time to listening practice if it were given greater importance in the VSTEP assessment The significant agreement on the interconnectedness of speaking and listening skills highlights the essential relationship between the two.
(1987), the listening skill has been considered as the other half of oral proficiency
In Vietnam, students often neglect listening and speaking skills in the classroom, as highlighted by Lâm (2011), who noted that the majority of their time is devoted to grammar, vocabulary, and reading comprehension This lack of focus on auditory and verbal communication is exacerbated by teachers, who frequently deliver lectures in two languages, diverting attention away from essential speaking and listening exercises.
Students in tertiary education often exhibit inadequate listening and speaking skills, as noted by Van et al (2006) This deficiency may explain why many first-year students prioritize the development of these two essential skills.
Over 72% of students indicated that they would be more attentive in class if the teacher focused on VSTEP-related content, highlighting the test's significance as a graduation requirement Additionally, more than 81% of students expressed that they would pay greater attention to lessons connected to the VSTEP, reinforcing its impact on their learning Since VSTEP is integrated into the current curriculum at ULIS, students are likely to be more familiar with the test, which increases their concentration on relevant lessons.
A significant majority of students, over 85%, indicated that they would focus more on words identified as VSTEP vocabulary The National Reading Panel (NICHD, 2000) emphasizes that vocabulary acquisition is most effective when learners actively engage with the material It is crucial for vocabulary words to be relevant and applicable across various contexts By integrating vocabulary items from content learning materials, students become better prepared to tackle specific reading materials in their subject areas Consequently, it is expected that students will prioritize their attention on VSTEP vocabulary words.
The curriculum at ULIS is well-aligned with the VSTEP requirements, emphasizing the four essential English skills: reading, speaking, writing, and listening During their first two years, students engage in tasks and activities that mirror the VSTEP format, allowing them to practice effectively before the actual test Additionally, mid-term and final assessments are closely related to VSTEP content, providing students with a clear understanding of what to study This structured approach not only prepares students for the VSTEP but also enhances their overall English learning experience.
Table 9 Impact of the VSTEP on students’ learning methods
I will take the VSTEP coaching classes 14,6 63,1 19,2 3,1
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
Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree All the numbers in the cells are percentages
Table 9 highlights the popularity of VSTEP coaching classes among students, with over 77% expressing agreement about enrolling in such programs, while more than 22% disagreed In Hanoi, after-school VSTEP classes are increasingly favored, providing not only intensive English training but also essential test-taking strategies Unlike self-study, these classes facilitate interaction with a diverse group of peers, enhancing the language learning environment Additionally, over two-thirds of students indicated they would purchase VSTEP coaching materials, which are widely available both in stores and online The VSTEP committee has also released a manual detailing the test structure and a sample test However, the quality of available coaching classes and materials varies significantly, prompting students to choose wisely Overall, the findings reveal that a majority of students are inclined to participate in VSTEP coaching and seek related materials, with over 80% willing to explore any learning method that could improve their performance, and over 71% acknowledging that VSTEP preparation shapes their English learning approach Thus, both students' learning methods and content are significantly influenced by the VSTEP framework.
Affective impacts: goal orientation, motivation, self-efficacy and
Table 10 Impact of the VSTEP on students’ goal orientation
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
Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree All the numbers in the cells are percentages
According to Pintrich and Schunk (1996), goals give students direction and purpose in their activities, while Anderman, Austin, and Johnson (2002) highlight that goal orientations represent the motivations behind students' engagement in academic tasks The table includes three key items that are connected to goal orientation.
According to Table 10, a significant majority of students (69.3%) reported that preparing for the VSTEP helped them establish clearer English-learning goals In contrast, nearly half of the students (approximately 45%) identified passing the VSTEP as their primary motivation for learning English However, only 27.7% of the respondents expressed strong agreement that passing the VSTEP was a major driving force in their English studies.
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
Motivation, defined as "a stimulant for achieving a specific target" (Johnstone, 1999, p 146), plays a crucial role in goal orientation It encompasses various theoretical models that explore its complexities In this study, motivation is specifically linked to the effort students are willing to invest in passing the VSTEP exam, as illustrated in Table 11.
12 items related to students‟ motivation
A significant majority of students, over 74%, reported that preparing for the VSTEP increased their motivation to learn English Additionally, 57.7% of students acknowledged spending more time on English studies due to VSTEP preparation Furthermore, more than 71% recognized English as a valuable tool, while 67.7% felt that VSTEP preparation underscored the importance of learning English.
Table 11 Impact of the VSTEP on students’ motivation
Preparing for the VSTEP makes me more motivated to learn English
I spend more time learning English because of preparing for the VSTEP
In order to prepare for the VSTEP, I spend more 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 12,3 64,6 20 3,1 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
Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree All the numbers in the cells are percentages
Students' responses indicate a varied commitment to spending extra time on specific language skills, with nearly 80% expressing a willingness to dedicate more time to memorizing English vocabulary This trend highlights a significant reliance on rote memorization in their English-learning practices Thompson (2009) notes that rote learning has become prevalent among Vietnamese students from primary school to university, where they are often expected to accept information from instructors as absolute truth Additionally, Stephen et al (2006) critique this approach, suggesting that Vietnamese students engage in a passive learning process characterized by listening to lectures, taking notes, and reproducing memorized content during exams.
A significant majority of students, over 71%, expressed a willingness to watch more English movies, while more than 73% showed interest in practicing English-Vietnamese translation First-year university students often face challenges such as poor comprehension, limited vocabulary, slow reading, and low conversational skills Watching movies can effectively address these issues According to Luo (2004), students' listening skills improved when they engaged with DVD movies in a motivating environment, which reduced anxiety Furthermore, many Vietnamese students struggle with English-Vietnamese translation due to a tendency to translate literally This highlights the reason why approximately three-fourths of students are motivated to watch English films and practice translation in preparation for the VSTEP.
Approximately 77% of students expressed a willingness to dedicate more time to listening to English broadcasts, indicating a perceived difficulty with listening skills that necessitates additional practice Additionally, 62.3% of students showed interest in reading English newspapers, suggesting they seek diverse learning resources beyond textbooks However, newspapers were less favored compared to movies and broadcasts Furthermore, around 65% of students indicated they would invest more time in studying English and American literature.
A significant 73.8% of respondents indicated that preparing for the VSTEP heightened their awareness of English usage in real-life situations, reflecting the exam's focus on authentic language application Notably, 83.1% of students expressed a commitment to dedicating more time to practicing their English writing skills This aligns with Daly and Miller's (1975) assertion that writing is perceived as one of the most complex skills to master by language learners at all levels Consequently, this suggests that students' needs in writing are prioritized over other communicative skills.
Table 12 Impact of the VSTEP on students’ self-efficacy
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
Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree All the numbers in the cells are percentages
Self-efficacy plays a crucial role in determining how individuals motivate themselves and persist through challenges, influencing their goal-setting, outcome expectations, and interpretations of success and failure (Bandura, 2011) Additionally, Schunk and Meece (2005) highlight that self-efficacy impacts task choices, effort levels, persistence, and overall achievement.
Over 71% of students reported increased confidence in their English reading and listening abilities due to VSTEP preparation, as highlighted in Table 12 This focus on reading and listening likely encouraged students to invest more effort in these areas Additionally, more than three-quarters of students felt more capable of using English in real-life situations and expressed enhanced confidence in their writing skills, as indicated in Table 11, which showed a greater emphasis on writing compared to other language skills Furthermore, over 90% of students acknowledged the importance of practicing English speaking for the VSTEP, contributing to the 84% who felt more confident in their speaking abilities Nearly 80% of students also reported an overall boost in English proficiency as a result of VSTEP preparation The high percentages of students expressing strong agreement suggest that VSTEP significantly enhances self-efficacy across all language skills, particularly in speaking and writing.
Table 13 Impact of the VSTEP on students’ anxiety
I am under greater pressure to learn English 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 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
Note: SA =Strongly Agree, A = Agree, D = Disagree, SD = Strongly Disagree All the numbers in the cells are percentages
Table 13 reveals that 57.7% of students felt increased pressure due to VSTEP preparation, with over 62% expressing heightened anxiety about learning English as a result As discussed in Chapter 1, the VSTEP serves as an exit test, directly impacting students' graduation prospects, which contributes to their stress levels Approximately 30% of students reported feelings of failure in their English learning efforts due to VSTEP preparation, while about one-third experienced increased frustration and fear related to learning English This finding contrasts with the self-efficacy boost reflected in Table 12, where students reported greater confidence in their English abilities Ultimately, despite their heightened confidence, students continue to experience anxiety and pressure stemming from the VSTEP exit requirement.
This chapter presents the findings and results related to the two research questions, highlighting the significant impact of the VSTEP on students' academic performance and emotional well-being Additionally, while section 4.1, which provides general information about first-year students, is not directly linked to the research questions, it serves as valuable evidence for formulating recommendations in the subsequent chapter.
CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS
The VSTEP has significantly influenced participating students' English-learning behaviors and emotional states, as evidenced by a questionnaire survey It effectively directs students' attention to necessary learning content and methods, with ULIS curricula tailored to meet students' needs and proficiency levels Test-preparatory classes enhance familiarity with the VSTEP, providing clear guidance on preparation Additionally, the VSTEP has positively impacted students' goal orientation and motivation, with over two-thirds clarifying their English learning objectives and three-fourths increasing their effort to learn While students demonstrate a willingness to improve all language skills, they tend to focus more on writing The VSTEP also boosts self-efficacy, with around 80% of students reporting increased confidence in their overall English abilities, particularly in speaking and writing However, nearly 60% of students experienced heightened pressure and anxiety during preparation, and about one-third reported increased frustration and fear related to learning English.
Chapter two of the "Literature Review" highlights that tests can significantly impact student learning, producing both intended positive effects and unintended negative consequences (Alderson & Wall, 1993; Bachman & Palmer, 1996; Cheng, Watanabe, & Curtis, 2004; Hughes, 2003) In this study, the VSTEP exit requirement has resulted in a mix of positive and negative washback While many students are motivated to improve their English skills in preparation for the VSTEP, the test has also heightened anxiety and frustration among them This exit requirement may create excessive pressure, as students worry about their ability to graduate if they fail to pass the test.
Due to the low English proficiency among Vietnamese students and teachers, the VSTEP results are now critical for determining graduation eligibility at various universities and colleges, as well as assessing teachers' English skills in the education sector In many public schools, teachers are required to obtain VSTEP certificates, with primary education teachers needing level 3, lower secondary education teachers level 4, and secondary education teachers level 5 Consequently, using the VSTEP as an exit requirement not only encourages students to improve their English skills but also enhances their employability after graduation.