INTRODUCTION
RATIONALE
With the rise of globalization, English has become increasingly vital across various sectors such as science, technology, telecommunications, media, culture, and international relations In Vietnam, the significance of English education has garnered widespread attention from teachers, students, and the broader community.
At Hanoi University of Industry (HaUI), English is considered a non-major subject, yet it garners more attention and instructional time than other foundational courses in the curriculum Students typically engage with English over five semesters, focusing on general English for the first four semesters, followed by English for Specific Purposes (ESP) in the final semester This extensive commitment to English language education positions HaUI among the universities in Vietnam with the longest English programs.
At Hanoi University of Industry, testing is a crucial tool for evaluating students' English proficiency and achievements It serves as a key indicator of both language proficiency and learning progress Each semester, students are required to complete three progress tests and one final achievement test, which assesses listening, speaking, reading, grammar knowledge, and writing skills, with each component contributing 20% to the overall score.
Many educators acknowledge that traditional testing methods may not accurately assess students' English language abilities While some students excel in classroom participation, their test scores often do not reflect this proficiency, leading to concerns among teachers at Hanoi University of Industry They argue that the final achievement tests for the second semester fail to accurately measure students' true language competence, as the content of the tests often does not align with the curriculum This disconnect suggests that the tests do not effectively evaluate students' accomplishments in the course or their expected linguistic skills Conversations with fellow educators reveal that test developers frequently select questions from external sources rather than adhering to the prescribed course materials and syllabus.
I selected this research topic because test evaluation and assessment at Hanoi University of Industry seem to lack adequate attention As an English teacher involved in creating various tests for non-English major students, I have observed a notable absence of formal discussions, systematic assessments, and research regarding the appropriateness of these tests.
I have chosen the research topic: “A study on the validity of the current final English test for 2nd semester non-English Majors at Hanoi University of Industry.” This study aims to provide valuable insights for English teachers in the English Faculty, who are involved in designing progress tests and final achievement exams.
SCOPE OF STUDY
This minor thesis focuses on evaluating the validity of the final test designed for second semester non-English major students at Hanoi University of Industry, specifically assessing its effectiveness for this particular group of learners.
Due to time constraints, the author was unable to distribute questionnaires to all non-English students at Hanoi University of Industry To gather a comprehensive perspective on the final test's validity, the author focused on students from five faculties: Economic, Chemistry Technology, Electronic Technology, Mechanical Technology, and Electrical Technology The survey targeted university students, excluding college students Additionally, the author could not interview all English Department teachers but chose experienced educators who regularly design tests for non-English majors and those teaching first-year students in their second semester.
AIMS OF STUDY
The study aims at investigating the validity of the current final achievement test for the 2 nd semester non English major students at Hanoi University of Industry
The specific aims of the research are as follows:
- to investigate the appropriateness of the current final test for the 2nd semester non English majors in terms of time allowance, difficulty level, test contents
- to find out the teachers’ and students’ comments on the test validity;
- to provide some suggestions for improving the test in terms of its validity.
METHODS OF STUDY
The study employs a combination of methodologies including quanlitative and quantitative methods to achieve the aims mentioned above
Based on a comprehensive literature review of language testing theories and principles, the author outlines the essential characteristics of an effective test, emphasizing the importance of test reliability and validity This synthesis of existing research provides a robust framework for the study of language testing.
Questionnaires are sent to teachers and students involving in teaching and learning in the second semester to collect information on their views of the test’s validity
In addition, an informal interview and discussions are also carried out with the teachers of English and their students to gain more information on the appropriateness of the test.
RESEARCH QUESTIONS
The study is conducted to find the answers to the following research questions:
1 Does the final test for non English major students in the 2 nd semester give a true picture of truly the students’ English Competence according to the view of teacher and students?
2 Does the test measure what is purported to measure (i.e its validity)?
3 How can the test be made valid? In what way should the current final test be improved?
The study consists of five chapters, organized as follows:
Chapter 1- Introduction- provides background to the study, identifies the problems, states the aim, purpose and significance of the study, the scope, the methods, the research questions and the design of the study
Chapter 2 - Literature review- Presents a review of related literature that provides the theoretical background of the testing and evaluation in general and the test validity in particular This review also provides an overview of other studies related to testing, evaluation, especially the evaluation of tests in terms of its validity
Chapter 3 - The Study- Provides information about the subjects of the study It then describes the data collection instruments and data collection procedure The rationale for choosing such data collection instruments is also provided
Chapter 4 - Findings and Discussions- Analyses and discusses the data collected to reveal the real results and the validity of the final 2 nd semester exam for non English major students of HaUI The causes for any problems if any and some implications for effective final achievement tests will be also discovered
Chapter 5 - Conclusion- Summarizes the major findings that are hoped to find the appropriate way to enhance the validity of final achievement tests to non English majors Limitation of the study and suggestions for further research are also given in this chapter
2.1 RELATIONSHIP BETWEEN LANGUAGE TESTING AND LANGUAGE TEACHING AND LEARNING
Shohamy (2000) outlined three key contributions of Language Testing (LT) to Second Language Acquisition (SLA): defining language ability, applying LT findings to test SLA hypotheses, and establishing quality criteria for tests and tasks Conversely, he identified three ways SLA can enhance LT, which include identifying language components for assessment, proposing tasks for evaluating language proficiency, and informing language testers about individual differences and how to accommodate them.
Hughes (1989) highlights the complex relationship between language testing and language teaching, noting both its positive and negative aspects He asserts that language tests often have detrimental effects on teaching practices and frequently do not accurately assess the intended language skills Furthermore, Hughes argues that effective teaching does not necessarily lead to the creation of high-quality language tests, and the reverse is also true.
Bachman (1990) emphasized the positive impact of language testing on language teaching and learning, stating that advancements in testing are driven by a deeper understanding of language acquisition and pedagogy He argued that the primary purpose of testing in educational programs is to gather information for decision-making and evaluation Through language testing, we can assess learners' achievements over specific periods, reflect on our teaching methods, and gain valuable insights for enhancing the language teaching process Furthermore, effective language teaching and learning provide raters and test developers with essential information and resources to design and improve achievement tests.
Language testing is closely intertwined with language teaching and learning, as effective teaching and learning supply valuable materials for assessments In turn, testing enhances and motivates the teaching and learning process, creating a beneficial cycle that supports language acquisition.
“teaching and testing are so closely related that it is virtually impossible to work in either field without being constantly concerned with the other.” (Heaton, 1988:5)
Shohamy (1985: 6) distinguishes between classroom tests, created and administered by teachers, and external tests, designed by outside agencies Classroom tests serve multiple purposes, including assessing the effectiveness of instruction, evaluating student progress and language knowledge, organizing teaching materials, providing grading information, diagnosing students' strengths and weaknesses, and motivating students to enhance their learning.
External tests assess student proficiency, determine program admissions, inform administrative decisions regarding special treatment for specific groups, aid in selection and grouping processes, evaluate curriculum effectiveness, support research initiatives, and provide essential data for grading purposes.
Henning (1987) presents a distinct perspective on the purpose of language testing, emphasizing its role in diagnosis and feedback, screening and selection, placement, program evaluation, and the assessment of attitudes and sociopsychological differences.
The primary purpose of language testing is to identify students' strengths and weaknesses in their learning abilities In this context, diagnostic tests offer essential insights for students, teachers, and administrators, ultimately enhancing the efficiency of the learning process.
Language tests play a crucial role in determining student eligibility for specific instructional programs To ensure fair selection and decision-making, these tests must be both reliable and valid, providing accurate information about the students' language proficiency.
THE STUDY
THE SUBJECT AND THE CONTEXT OF ENGLISH TEACHING
3.1.1 English teaching and learning context at HaUI
The English faculty at Hanoi University of Industry is one of the largest departments, featuring over 150 educators organized into three divisions One division focuses on English instruction for English major students, while another caters to secondary and vocational students The largest division provides English education for all non-English major college and university students, ensuring that every student at Hanoi University of Industry studies English as their foreign language.
According to the objectives given in the syllabus , the teaching aims of the English course for the non English students in the second semester are stated as follows:
This program is designed to strengthen the foundational knowledge and skills acquired by students in their first term of elementary education, while also advancing their General English proficiency to a pre-intermediate level.
The article focuses on equipping students with essential vocabulary, grammar, and pronunciation skills while enhancing their listening, speaking, reading, and writing abilities through natural and social science topics It emphasizes the significance of English in students' lives and future careers, fostering an understanding of its relevance Additionally, the article aims to cultivate language learning skills and encourage independent thinking and idea development during English communication.
Grammar: Grammatical points are improved and enhanced through each unit All principles related to grammatical points in each lesson are practiced effectively through group work and pair work
Vocabulary: In this section, students have chance to improve their own vocabulary considerably Vocabulary provided mostly is related to the topic of each unit
In the skill work segment, students enhance their listening, speaking, reading, and writing abilities through an integrated approach This holistic development fosters creativity, leading to optimal learning outcomes.
Everyday English (communication focus): Students are equipped with some cultural knowledge of English speaking countries and communication samples Besides, students can entertain with songs and interesting conversation practice
Writing: Students are able to write some short paragraphs about the topics related to each unit such as writing about their last holiday, future plans, hometowns, etc
The syllabus of General English course for the second semester non English major students of HaUI is described in the following table:
1 Unit 1: Getting to know you! 4 4
2 Unit 2: The way we live 4 4
3 Unit 3: It all went wrong 4 4
5 Stop and check 1 + Progress test 1 1 1
6 Unit 5: What do you want to do? 4 4
7 Unit 6: Tell me! What’s it like? 4 4
9 Unit 8: Do’s and don’ts 4 4
10 Stop and check 2 + Mid-term test 1 1
13 Unit 11: Things that changed the world
15 Stop and check 3 + Progress test 2 1 1
17 Unit 14: Love you and leave you 4 4
Table 2: The syllabus for the second semester
At Hanoi University of Industry, teachers and students primarily utilize the New Headway series by John and Liz Soars (2000), along with Talktime by Susan (2004) and TOEIC Analysts by Taylor (2006) for English instruction For non-English majors in their second semester, the core textbook is New Headway Pre-Intermediate (2000) by Liz and John Soars, supplemented by the recommended reference book, English Grammar in Use by Murphy, R In addition to these resources, educators incorporate various materials to reinforce fundamental English structures, aiming to enhance students' vocabulary knowledge and communication skills in practical contexts.
The major teaching points of the course book for the second semester are presented in appendix 5
3.1.2 English Testing for non English majors at HaUI
Students must complete a minimum of three progress tests and one final achievement test each semester However, during my time teaching at HaUI, I observed that testing is often overlooked by educators There is a lack of focus on critical aspects of testing, such as its validity, reliability, format, and practicality, which are essential for effective assessment.
This thesis investigates the validity of the final achievement English test, known as Test 2, for non-English major students who have completed 120 class hours of the New Headway Pre-Intermediate course, covering all 14 units The study aims to assess the effectiveness of this assessment in measuring the students' English language proficiency at the end of the second semester.
Test 2 with the time allowance is 60 minutes has total score of 100 points and consists of the following parts:
Section A (20 points): Grammar and Vocabulary This section includes 20 multiple choice questions and is marked 20 points
Section B (20 points): Reading comprehension This section contains 2 short reading passages with 10 multiple choice questions
In the listening section (Section C), students will engage with a series of short conversations and talks, answering a total of 20 questions—10 multiple choice and 10 true/false—each worth 1 point for a correct response Meanwhile, the writing section (Section D) requires students to complete 5 sentence-building exercises by choosing the appropriate answers, followed by composing a brief paragraph on one of the provided topics.
Section E (20 points): Speaking In speaking section, students often introduce about themselves and then talk about one of the topic they have been assigned (See appendix 4)
This study focuses on students and teachers from Hanoi University of Industry (HaUI), which offers the highest weekly English as a Foreign Language (EFL) instruction with six periods At HaUI, English is taught not as a major but as a practical tool, preparing students for the TOEIC test as part of their graduation requirements This approach significantly enhances their future employment opportunities.
A study involving 150 first-year college students from various departments, including Computer Science, Garment and Fashion Design, Chemistry, Economics, Mechanical Engineering, Electronic Engineering, and Electrical Engineering, reveals that students from Economics and Computer Science demonstrate stronger English skills, necessitating their participation in the TOEIC Test for graduation In contrast, students from other departments are required to complete a B level English test upon graduation Placement tests categorize their English proficiency as primarily at the elementary and pre-intermediate levels, despite most students having studied English for 3 to 7 years during secondary education, with some opting to learn other foreign languages Consequently, there is a significant variation in their English proficiency levels.
In a study examining English proficiency among students, the author categorized participants into two distinct groups based on their majors The first group, consisting of 75 students from Economics and Computer Science (referred to as EC), is required to complete a TOEIC course and pass the TOEIC Test prior to graduation Conversely, the second group, also comprising 75 students from other majors (referred to as OM), will take a different course called Talktime and must pass a B level test to meet graduation requirements.
The English Department at HaUI is one of the largest, boasting over 140 English teachers responsible for instructing vocational, college, and university students This study focuses on 15 experienced English teachers who specialize in preparing first-year students for tests All selected teachers have a minimum of three years of teaching experience, with ten holding master's degrees from prestigious institutions such as the College of Foreign Language at Vietnam National University and Hanoi University, while the remaining five are currently pursuing their master's in TESOL.
Both students and teachers are willing and enthusiastic to take part in this study
This empirical study employs three data collection methods: survey questionnaires, interviews, and document analysis, aimed at evaluating the validity of the final achievement test for second-semester non-English major students The author seeks to gather insights from both teachers and students regarding their perceptions of the test's validity Additionally, the document analysis is intended to provide further evidence to support the assessment of the test's validity.
Huong (2000: 67) identifies three validation methods for tests: Internal, External, and Judgmental Internal methods focus on analyzing the internal structures of test scores to determine their effectiveness as indicators of latent traits or behaviors External methods assess the correlation between test scores and other external measures Judgmental methods rely on the evaluations of experts or laypersons regarding the content and tasks of the test.
Questionnaires are essential tools for gathering data indirectly from students and teachers According to Richards and Lockhart (1994:10), survey questionnaires effectively collect information on the affective aspects of teaching and learning, including beliefs, attitudes, motivation, and preferences, allowing teachers to obtain substantial amounts of information efficiently.
The student survey questionnaire is chosen to carry out this survey for it has many profits
In the first place, it can reach a huge amount of people in a short time According to Nunan
FINDINGS AND DISCUSSIONS……………………………… 23 4.1 DATA ANALYSIS……………………………………………………… 23 4.1.1 Data analysis of students and teachers survey questionnaires
Take the students’ language ability and knowledge in consideration…………………………………………………………… 35 4.3.2 Make clear instructions for the test composers
Teachers possess a deep understanding of their students' language abilities and needs, making it advantageous for them to create their own tests rather than relying on pre-made assessments By considering their students' language proficiency and knowledge while designing achievement tests, teachers can enhance student motivation and engagement Additionally, teacher-made tests are often more valid, reliable, and practical, as educators are familiar with the specific objectives of the assessments and the capabilities of their students.
The final achievement test lacks validity due to its varying difficulty levels, being too easy for some students in the EC group while posing challenges for others in the OM group To improve this, test designers should consider the topics and language complexity, ensuring that the difficulty of test items aligns with the students' proficiency and the curriculum they have been taught.
4.3.2 Make clear instructions for the test composers
Designing final achievement tests poses significant challenges for English teachers at Hanoi University of Industry Each instructor is typically tasked with developing a specific section of the test without receiving clear guidelines on test creation or item selection Compounding the issue, some teachers assigned to first or fifth semester courses are required to create tests for non-English major students in the second semester To simplify their workload, many educators resort to using test items from various test books, often neglecting to consider the difficulty level or relevance of these items Consequently, this approach leads to a lack of consistency in test items, ultimately rendering the final assessments potentially invalid.
Providing clear instructions regarding test objectives and content is essential for effective test development Testers must have a thorough understanding of these objectives and the test items to create high-quality assessments Additionally, training teachers in test design and item writing significantly enhances the overall quality of the tests To facilitate this, more workshops focused on test design should be organized, allowing educators to exchange experiences and insights Furthermore, only those with proven experience in test design should be invited to participate in the test writing process.
Determine objectives of the test
A key feature of an effective language test is its ability to accurately reflect the knowledge it aims to assess Test designers must first establish clear objectives, which guide the purpose of the assessment, the information sought, and the conclusions drawn from the results As noted by Shohamy (1985), these objectives are typically articulated in behavioral terms, outlining what students are expected to demonstrate While classroom testing objectives often align with teaching goals, larger-scale assessments should reflect specific testing purposes and the expected knowledge of students across various objective types.
Determine the content of the test
Determining test content is a crucial phase in test development, as it involves specifying the material that will be assessed This process requires identifying the subject matter and topics that students are expected to engage with In classroom testing, it is essential that the test material aligns closely with what has been taught, even if the items are not directly based on the course content Test items should relate to the teaching materials in terms of text type, difficulty level, and overall content construct.
Shohamy (1985:37) lists the factors needed to consider in writing test items and tasks as follows:
1 Item should reflect goals and objectives
2 Items should not be created just for the sake of having questions on the test It is important that they will related to the objectives, only then are they relevant
3 Questions should be phrased clearly Always have a peer go over the questions to see if they are clear
When creating comprehension questions or tasks, it's essential to use simpler language than the original text being tested This approach ensures clarity and understanding Additionally, utilizing the first language for the questions is acceptable, as our focus is not on assessing the language of the questions themselves.
5 Items should involve contextual information- language is not used in isolation
Thus, when we test vocabulary lets’ add appropriate context The context is an integral part of the language
6 Let’s try to avoid cultural biased items or assume previous knowledge
7 Let’s not take ready-made items from text book without trying them out and without reading them critically
8 Let’s not limit our tests to one testing procedure, but rather test via a number of procedures, since procedure may affect the performance of students
Table 3: Factors to consider in writing items and tasks
Teachers are advised to incorporate a diverse array of test items to effectively assess their students' language skills A limited selection of test items can lead to invalid assessments and foster poor learning habits To align with training objectives, the final achievement test for second-semester non-English major students should evaluate all four language skills—reading, writing, listening, and speaking—along with grammar and vocabulary knowledge Additionally, the test should provide extended time allowances and cover a broad range of tested items.
CONCLUSION
This minor thesis investigates the validity of the final achievement test for non-English students in their second semester at Hanoi University of Industry The chapter summarizes key findings, discusses the study's limitations, and offers suggestions for future research.
In the first chapter, I outlined the rationale behind this study, highlighting concerns that the final achievement test may not accurately assess students' English proficiency due to issues with its validity and reliability Additionally, the absence of a systematic approach to test assessment and evaluation at Hanoi University of Industry regarding its effectiveness and suitability further motivated my choice of this topic for my M.A thesis.
Chapter two provides a comprehensive review of the literature on test validity, offering valuable insights into the nature and qualities of effective tests It defines various types and categories of tests while identifying major threats to their validity and suggesting methods for improvement This foundational knowledge is crucial for establishing the theoretical framework that will support the research presented in chapters three and four of this minor thesis.
Chapter three outlines the study's context, detailing the subjects involved and the English teaching and learning environment at HaUI Additionally, this chapter provides a comprehensive overview of the research methods utilized in the study.
The analysis of survey data and informal interviews revealed teachers' and students' perspectives on the appropriateness of the second semester final test for non-English major students at HaUI Additionally, the test scores were examined to understand the distribution among these students The findings indicate some degree of invalidity in the final achievement test To enhance the test's effectiveness in measuring students' English proficiency, several improvement suggestions were proposed.
The study successfully addresses the initial question posed; however, it acknowledges certain limitations Due to time constraints and a limited scope, the survey could not be distributed to a larger student population, which may affect the precision and reliability of the findings Additionally, the restricted range of bibliographic sources limited the depth of exploration into the research area These limitations are anticipated to be acceptable within the context of the study.
To enhance future research, it is essential to assess the validity and reliability of all four semester final achievement tests This evaluation will ensure that the tests adhere to the qualities of effective assessments, accurately measuring students' achievements and reflecting their true language abilities.
This minor thesis aims to improve final achievement tests for non-English major students at Hanoi University of Industry by offering valuable insights for individuals involved in test design and evaluation.
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QUESTIONNAIRE (for teachers at HaUI)
To improve the quality of the final achievement test for the second semester and ensure it aligns with students' levels, we have crafted specific questions Our goal is to obtain accurate and comprehensive responses to these inquiries Thank you for your assistance!
Please complete the survey and return it by……….2010
The construct of English Final Test (Semester 2) is as follows:
Grammar and Vocabulary Reading Comprehension Listening
You can circle on your selection and give more ideas if any
1 Give your opinion about the time allowed of the final test a Enough b Not enough c too much
2 Give your opinion about the contents of the final test Does the test measure what you have taught? a Yes b No
3 Please compare your students’ final test mark with their progress test marks a Higher b Lower c The same
Your ideas……… than 1 selection is possible) a Grammar and vocabulary b Reading comprehension c Listening d Writing e Speaking
5 What do you think about the Grammar and vocabulary test? a It’s too difficult b Too easy c Average
6 What do you think of the length of the Reading test? a Too long b Too short c Long enough
7 What do you think of the difficulty level of the reading text? a Too difficult b Difficult c Average d Easy e Very easy
The writing test's relevance to the taught material is assessed through various perspectives: some find it completely aligned with the instruction, while others consider it appropriate and relevant A portion of respondents view it as only partly related, and a few believe it lacks connection to the content covered in class.
9 Do the Sentence building measure your students’ writing skills? a Yes b No
10 What do you think of the topic of Paragraph writing? a Unfamiliar b Familiar
11 What do you think of the difficult level of Listening test? d Easy f So easy
The construct of the Listening Test varies among students, with some finding it aligns closely with what has been taught in class, while others perceive it as significantly different A portion of students also feels that the test reflects a mix of both familiar and unfamiliar elements from their lessons.
13 Do you think the Speaking test measure your students’ true ability of Speaking? a Yes b No
14 Please give your ideas and comments about how to improve the current final test for the second semester:
Thanks for your great contribution!
Để nâng cao chất lượng bài thi cuối kỳ và thiết kế bài thi phù hợp với trình độ sinh viên, chúng tôi đã xây dựng một số câu hỏi điều tra dành cho giáo viên ĐHCNHN về bài kiểm tra cuối kỳ 2 cho sinh viên hệ không chuyên Chúng tôi mong nhận được những câu trả lời chính xác và đầy đủ từ các thầy cô Xin chân thành cảm ơn sự hợp tác của quý thầy cô.
Xin vui lòng hoàn thành bộ câu hỏi điều tra và nộp lại trước ngày……./2010 Dưới đây là bảng tóm tắt cấu trúc bài thi cuối học kỳ 2 dành cho sinh viên không chuyên tiếng Anh.
Thời gian làm bài: 60 phút
Ngữ pháp và Từ vựng Đọc hiểu
Các thầy/cô có thể khoanh tròn lựa chọn của mình và cho thêm ý kiến (nếu có):
1 Thầy/cô cho ý kiến về thời gian làm bài thi cuối kỳ a Đủ b Không đủ c Quá nhiều Ý kiến của thầy/cô………
Thầy/cô nhận xét về nội dung bài thi cuối kỳ, đánh giá xem bài thi có phù hợp với kiến thức đã dạy trên lớp hay không Các lựa chọn cho câu hỏi này bao gồm: a Có, b Không, cùng với ý kiến của thầy/cô Bên cạnh đó, thầy/cô cũng sẽ đánh giá mức độ của sinh viên do mình phụ trách, với các lựa chọn: a Cao hơn, b Thấp hơn, c Bằng, kèm theo ý kiến của thầy/cô.
Theo quan điểm của thầy/cô, các nội dung của bài thi đánh giá khả năng thực sự của sinh viên bao gồm ngữ pháp và từ vựng, đọc hiểu, viết, nghe và nói Mỗi phần đều đóng vai trò quan trọng trong việc phản ánh trình độ ngôn ngữ của sinh viên, giúp đánh giá toàn diện khả năng giao tiếp và hiểu biết của họ Thầy/cô có thể lựa chọn nhiều nội dung để tạo ra một bài thi công bằng và hiệu quả.
5 Thầy/cô cho nhận xét về phần Ngữ pháp và từ vựng a Quá khó b Quá dễ c Vừa phải Ý kiến của thầy/cô ………
6 Thầy/cô cho nhận xét về độ dài của bài thi Đọc hiểu a Quá dài b Quá ngắn c Vừa phải Ý kiến của thầy/cô ………
7 Thầy/cô cho nhận xét về mức độ khó của bài đọc hiểu a Quá khó b Khó c Bình thường d Dễ e Quá dễ Ý kiến của thầy/cô ………