INTRODUCTION
Rationale
In the context of foreign language learning, several factors significantly influence the learning process, including motivation, attitudes, anxiety, and personal characteristics such as age and intelligence (Shams, M., 2008) Among these, a learner's attitude is recognized as a crucial element that greatly affects language acquisition (Fakeye, D., 2010).
Attitudes toward learning significantly influence behaviors such as book selection and foreign language speaking In education, students with a positive attitude toward a subject can achieve remarkable success in that area The interaction between language learning and the environmental factors in which students are raised plays a crucial role Both positive and negative attitudes greatly affect language learning success An individual's attitude is shaped by their beliefs about the potential outcomes of their actions, which are evaluated based on their perceived value Consequently, a person who believes that positive outcomes will arise from a behavior is likely to develop a positive attitude, while someone who expects negative outcomes will tend to have a negative attitude.
Attitude plays a crucial role in language performance, garnering significant attention from researchers in both first and second language acquisition Students' attitudes toward language learning are vital, as they influence behaviors such as book selection and foreign language speaking, according to Weinburgh (1998) It is widely accepted that learners' attitudes significantly impact their ability to grasp language details, suggesting that success in acquiring a target language depends not only on intellectual ability but also on the learner's mindset Consequently, language learning should be viewed primarily as a social and psychological process rather than merely an academic endeavor.
According to Brown (1994), attitudes are formed early in childhood through influences from parents, peers, and diverse interactions This understanding has sparked my interest in exploring the impact of these attitudes on students, leading me to pursue the thesis titled “Students’ Attitudes Towards English as a Compulsory Subject at an Upper Secondary School.”
After over a decade of teaching English at the secondary school level, I've observed that students often lack a positive attitude towards the language and its learning process This negativity results in demotivation and subpar language achievement, with many students viewing English merely as a requirement to fulfill the curriculum By understanding their emotions and attitudes towards English, teachers can create tailored activities that inspire and motivate students, ultimately leading to improved language proficiency This insight drives the focus of my study.
Research question
This study aims to review existing literature on the relationship between high school students' attitudes and their outcomes in English studies The primary focus is to explore how students' perceptions and feelings towards the subject influence their academic performance.
(1) What are the attitudes of Vietnamese high school students towards English learning?
(2) What are the attitudes of Vietnamese high school students towards English as a compulsory subject at schools?
Research method
This study utilized a quantitative approach, employing an adapted questionnaire as the primary measurement tool Participants were asked to respond honestly to all items, sharing their perceptions regarding their attitudes toward learning the English language, focusing on emotional and cognitive aspects, as well as considering gender influences.
Scope of the study
The study involved 180 high school students from Quang Ninh province, comprising 94 males (52.2%) and 86 females (47.8%) Participants included 58 students in grade 10 (32.2%), 68 in grade 11 (37.8%), and 54 in grade 12 (30%) This diverse selection across different grades and genders aimed to capture a range of attitudes towards learning English, reflecting various experiences and durations of study.
For the qualitative research, 12 students from the participants are selected for interviews; for each grade, two boys and two girls are selected.
Significance of the study
This study's findings are significant for researchers examining demographic variables among Second Language (L2) learners and English as a Foreign Language (EFL) students, as well as those involved in English education policies and practices By exploring high school EFL learners' attitudes towards the English language, educational policies, and their motivations for learning English, this research enhances the understanding of English teaching and learning Additionally, it contributes to the expanding literature on the global spread of English and provides valuable insights for language attitude research within the EFL context.
Recognizing students' feelings, needs, and behaviors enables English language teachers to tailor activities that foster positive attitudes toward learning Additionally, curriculum designers should assess and adapt the curriculum content and structure to align with the interests and requirements of high school students in Vietnam.
Structure of the thesis
Chapter IV: FINDINGS AND DISCUSSION
This section will summarize the key findings of the thesis, highlighting the main contributions to the field Additionally, it will address the limitations of the research and provide suggestions for future studies to explore related topics further.
LITERATURE REVIEW
Definition
Attitudes towards language learning have been defined differently by differentscholars The Longman Dictionary of Applied Linguistics and Language Teaching (2002: 297) defines language attitudes as follows:
Language attitudes refer to the feelings and perceptions that speakers have towards their own language and those of others, which can be influenced by factors such as linguistic complexity, learning ease, social status, and elegance These attitudes not only reflect personal impressions of languages but also impact perceptions of the speakers themselves Furthermore, language attitudes play a significant role in second language acquisition, as they can affect motivation and learning outcomes Understanding and measuring these attitudes is essential for enhancing language teaching and learning practices.
Attitudes are internal states that significantly impact personal choices, such as an individual's decision to recycle based on their environmental perspective Similarly, a student's attitude towards information determines the reliability of the resources they select It is crucial for students to recognize the importance of choosing authoritative and trustworthy resources to enhance their learning and decision-making processes.
Attitude significantly impacts an individual's response during task performance, reflecting how learners engage when asked to complete an assignment It manifests in two distinct ways: positively, when learners show interest and enthusiasm, and negatively, when they feel coerced or disinterested Additionally, a learner's cultural background and personal experiences play a crucial role in shaping these attitudes.
Attitudes, while not directly observable, can be inferred through consistent behaviors, suggesting that a person with a positive attitude toward a language is likely to engage in favorable behaviors related to it As noted by Mamun et al (2012), attitudes toward a language serve as a construct that elucidates linguistic behavior, influencing how individuals interact with and utilize the target language in various activities.
Understanding learners' attitudes toward their mandatory studies is crucial for teachers and educators This insight enables the development of tailored guides and program adjustments, ultimately enhancing the effectiveness of language acquisition.
According to Eagly and Chaiken (1993), attitude is defined as a psychological tendency that evaluates a specific entity with varying degrees of favor or disfavor In this study, attitude is operationally defined as students' perceptions, beliefs, and experiences regarding learning English as a second language This mental process significantly influences how learners respond when tasked with performing activities Learners may exhibit positive attitudes when interested in the task or negative attitudes when they feel forced or disinterested, with these responses further shaped by their cultural backgrounds and experiences.
According to Brown (2000), attitudes are both cognitive and affective, influencing thoughts and emotions related to learning, particularly in mastering a second language and engaging with a different culture These attitudes develop early and are shaped by various factors such as parents, peers, and cultural interactions, forming part of one’s self-perception and worldview Negative attitudes, often stemming from stereotypes and limited exposure to the target culture, can hinder language acquisition, while positive attitudes enhance learning success Brown highlights that positive perceptions of oneself and both the native and target language groups lead to improved language proficiency Success reinforces positive attitudes, whereas negative experiences can lead to a decline in motivation Therefore, effective language teaching strategies can help modify attitudes, fostering a more positive approach to language learning.
According to Feng and Chen (2009), the learning process is inherently emotional, influenced by various emotional factors that shape interactions between teachers and students These emotional activities lead to diverse emotional outcomes Additionally, Choy and Troudi (2006) emphasize that the feelings and emotions of foreign language learners significantly impact their attitudes and perspectives toward the target language, highlighting the importance of emotional engagement in the learning experience.
Numerous studies indicate a significant correlation between language attitudes and academic achievement (Hough & Piper, 1982; Simpson & Oliver, 1990; Visser, 2008) Researchers including Fakeye (2010), Reid (2003), and Visser (2008) emphasize that attitude plays a crucial role in influencing language performance.
According to Padwick (2010, as cited in Abidin et al., 2012), language learning is significantly influenced not only by cognitive factors but also by the learners' motivation and attitude towards acquiring the target language For instance, research by Mamun et al highlights the importance of these psychological aspects in the language learning process.
A study conducted in 2012 examined the attitudes of 79 undergraduate students from the Life Science School of Khulna University towards the English language, revealing a generally positive outlook attributed to their instrumental motivation Similarly, Gửmleksiz (2010) explored the attitudes of 1,275 students at Frat University in Turkey, analyzing the influence of gender, grade level, and department on language learning attitudes The findings indicated significant differences based on these variables, with female students exhibiting more positive attitudes regarding interest, usefulness, and teacher-related factors Additionally, sophomores demonstrated more favorable attitudes than freshmen in areas such as interest, self-confidence, usefulness, and teacher engagement, highlighting the variability of attitudes across different academic departments.
In 2011, Ghazvini and Khajehpour conducted a study on the attitudes and motivations of Iranian students towards learning English, involving 123 male and female participants from two high schools The findings revealed that female students exhibited a more positive motivation for learning English, while male students demonstrated a stronger instrumental motivation.
According to Gardner (1985), attitudes play a crucial role in motivation, encompassing the effort, desire to learn, and a positive outlook towards language acquisition Deci and Ryan (1985) categorize motivation into intrinsic and extrinsic types; intrinsic motivation arises from a genuine interest in learning, fostering self-determination and competence, while extrinsic motivation is driven by external rewards or the avoidance of negative consequences Regardless of the type of motivation, maintaining a positive attitude towards the target language and the learning group is essential for student success.
Gardner and Lambert (1972) distinguish between two types of motivation in language learning: instrumental and integrative Instrumental motivation drives students to learn a language for practical purposes, such as improving job prospects, accessing technical literature, or studying abroad In contrast, integrative motivation is characterized by a desire to connect with the culture of the target language group and engage in social interactions within that community (Brown, 2000: 162).
Motivation is a crucial element in language learning models (Spolsky, 2000), prompting increased interest in developing a motivation framework to enhance second language teaching and learning Dürnyei and Csizér (2002) investigated the impact of sociocultural changes in Hungary during the 1990s on students' attitudes and motivation towards language learning, gathering data from 8,593 thirteen- and fourteen-year-old students.
English as a compulsory subject in other countries and Vietnam
In Vietnam, English is a mandatory subject for students starting from grade 3 in primary school and continues through university, making it essential for graduation at all education levels Despite its significance, there is a lack of research on students' attitudes toward English as a compulsory subject in Vietnamese schools.
In the context of foreign language learning, several factors significantly influence the learning process, including motivation, attitudes, anxiety, and individual aptitudes Among these, a learner's attitude is recognized as a crucial element that greatly impacts language acquisition (Shams, M., 2008; Fakeye, D., 2010).
Attitudes toward learning significantly impact behaviors such as book selection and foreign language speaking In education, students with a positive attitude toward a subject can achieve remarkable success in that area The interplay between language learning and the environmental factors surrounding students plays a crucial role, as both positive and negative attitudes greatly influence language acquisition An individual's attitude is shaped by their beliefs regarding the outcomes of their actions, known as behavioral beliefs, which are assessed based on the perceived value of those outcomes Consequently, individuals who strongly believe that positive results will stem from their efforts are likely to develop a favorable attitude toward the behavior.
Conversely, a person who holds strong beliefs that negatively valued outcomes will result from the behavior will have a negative attitude
English is a globally significant language, characterized by its widespread geographical diffusion and the vast cultural diversity of its speakers (Dewey, 2007) According to Matsuda (2000), English as an international language encompasses various forms used for global communication, rather than a single standard variety (p 25) This perspective highlights that most learners study English not primarily to engage with native speakers, but to access information and communicate with other non-native speakers Thus, the concept of English as an international language underscores its role in facilitating communication and information sharing among individuals from diverse linguistic backgrounds.
English has become a vital second language globally, recognized as the international language of business, science, technology, and entertainment Numerous studies highlight its significance in today's world, establishing it as a lingua franca for communication among speakers of different languages In response, many countries have adopted educational policies to incorporate English into their national curricula, and Vietnam is no exception The Vietnamese national curriculum mandates English as a compulsory foreign language from 3rd grade through 12th grade, with students receiving three to six classes per week Implemented by the Ministry of Education in 2008, this program includes various initiatives for teachers and students, offering teachers continuing education courses and students engaging in extra-curricular activities.
The Ministry of Education is not only implementing the program nationwide but also reviewing study programs and proposing the introduction of English at early educational stages This initiative emphasizes the global significance of English as a prominent language.
The National project "Teaching and Learning Foreign Language in the National Education System, 2008-2020" aims to ensure that by 2020, the majority of Vietnamese youth graduating from vocational schools, colleges, and universities possess the ability to use a foreign language independently This initiative is designed to enhance their confidence in communication and improve their opportunities for studying and working in a diverse, multicultural environment that embraces multiple languages.
The recent decision has exerted significant pressure on students, teachers, and educational policymakers, particularly regarding language proficiency requirements English teachers are mandated to achieve a C1 level (CEFR), while teachers of other subjects must meet varying levels from B1 to B2 Students are expected to attain English proficiency levels of A2 or B1, depending on their academic stage Despite a decade of implementation, the government's goals have seen limited success, attributed to factors such as teacher qualifications, teaching materials, and school environments A crucial element for successful language acquisition is the learners' own motivation and understanding of their studies, emphasizing the importance of positive attitudes towards learning to help students reach their objectives.
The extended duration of English study in Vietnam, from 3 to 10 years, has created significant pressures within the educational system, primarily due to a mismatch between the high demand for English language education and the limited supply of qualified teachers With a population exceeding 85 million, there is a strong desire to learn English, but the availability of competent native and non-native speakers is insufficient Furthermore, while textbook writing has progressed, the extensive retraining of teachers in English proficiency requires resources that the current system cannot provide The quality of English language teaching remains low, failing to produce the competent English speakers needed for globalization, largely due to disqualified teachers, a lack of international study experience, and insufficient communicative practice Although the Ministry of Education and Training emphasizes practical communication skills, classroom practices often focus on reading comprehension and examination preparation, with little improvement in teaching methodologies despite teachers' interest in new approaches Additionally, there is a disconnect between teaching methods and testing, as assessments prioritize lexico-grammatical knowledge over communicative competence Lastly, there is a scarcity of research on learners' attitudes towards English as a compulsory subject, highlighting an area that requires further exploration.
Students’ attitudes to English as a compulsory in other countries
In today's world, the English language is integral to daily life, making its acquisition essential Many countries, both developing and developed, incorporate foreign language courses into their educational curriculums, often mandating these courses from primary school through university However, despite this extensive focus on English education, many students struggle to achieve proficiency This gap highlights the importance of the affective domain in language learning, as fostering a positive attitude among students is crucial for their active participation and success in the learning process.
In Sweden, the limited use of the native language has driven young people to seek broader perspectives and engage with English, leading to a significant increase in English proficiency among Swedish pupils over the past few decades This exposure has fostered the belief that English is integral to their daily lives and future opportunities Consequently, many young Swedes recognize the value of mastering English, motivating them to learn the language, even if this motivation isn't always evident in classroom settings.
METHODOLOGY
Context of the study
This study aims to examine the attitudes of a diverse population towards learning English and its status as a compulsory subject in schools To gather quantitative data, questionnaires were utilized, enabling an exploration of these attitudes Additionally, the research includes a relational aspect, focusing on the correlations among various characteristics and the respondents' attitudes, as outlined by Frankel and Wallen (1990).
This study utilized a concurrent mixed methods design, integrating both quantitative and qualitative data collected simultaneously to enhance the robustness of interpretations By employing two different instruments, the research aimed to strengthen findings through triangulation, as suggested by Denzin and Lincoln (2000) The qualitative data gathered from participant interviews provided deeper insights into their attitudes, complementing the quantitative results and aligning with the principles of mixed model research (Teddlie & Tashakkori, 2003) and multimethod design (Morse).
Since its emergence in 2003, the mixed methods design has gained significant traction in social and human sciences research over the past two decades This approach not only integrates quantitative and qualitative data collection and analysis but also synergizes both methodologies to enhance the overall strength of research findings, surpassing the limitations of using either method independently (Creswell & Plano Clark, 2007).
In this study, a mixed methods design is utilized, embedding qualitative data within a larger quantitative framework to analyze various research questions effectively According to Creswell (2009), this approach allows for a comprehensive understanding of learners' attitudes, combining broad insights from quantitative data with in-depth perspectives gained from interviews The research specifically adopts a concurrent embedded strategy, where the primary quantitative method guides the project, while the qualitative data serves a supportive role, enhancing the overall findings.
Instruments
The study utilized an attitude questionnaire to assess learners' attitudes towards learning English, incorporating elements from Boonrangsri et al (2004) and Gardner's Attitude and Motivation Test Battery (1985), along with insights from the researchers' teaching experiences The questionnaire comprised 45 items that explored language attitudes from behavioral, cognitive, and emotional perspectives, featuring 30 positive and 15 negative statements Responses were measured using a 5-point Likert scale, ranging from "Strongly Disagree" to "Strongly Agree."
The second questionnaire, adapted from Yang Yu (2010), evaluates high school students' attitudes toward English as a compulsory subject in Vietnam It includes 15 items related to English language policies and utilizes a 5-point Likert scale, ranging from Level 1: Strongly Disagree to Level 5: Strongly Agree.
A pilot study was conducted to assess the reliability of questionnaire items, involving 30 randomly selected students who provided personal information using a Likert scale The analysis was performed using SPSS version 17.0, resulting in a Cronbach's Alpha coefficient of 0.878, indicating acceptable reliability and consistency of the questionnaire The reliability values for the three aspects of attitude were as follows: behavioral aspect at 0.731, cognitive aspect at 0.772, and emotional aspect at 0.677, confirming the appropriateness of the questionnaire items for the research objectives.
Table 3.1 Reliability value regarding the language Aspects
Perspectives of attitudes No of items Cronbach’s Alpha value
To ensure the validity of the questionnaire items, it was reviewed by two specialists—a psychologist and a TEFL expert—affiliated with ULIS Their feedback confirmed that the questionnaire items are both valid and reliable for addressing the research objectives.
Despite the questionnaire's established validity and reliability, it may not fully capture the diverse English learning experiences of students, leading to potential gaps in addressing research questions Additionally, the restricted format may limit participants' responses To address these limitations, face-to-face interviews were conducted to gain deeper insights into Vietnamese attitudes towards English language learning and its status as a compulsory subject These exploratory interviews aimed to provide qualitative data that complements and contextualizes the quantitative survey findings The interview questions were carefully crafted to align with the themes identified in the questionnaire, ensuring a cohesive data collection approach.
Data collection
In the field of research, various instruments are employed to gather data for survey studies, including observations, case studies, test results, and previous surveys However, questionnaires and interviews are the most commonly utilized methods, as they allow researchers to collect data directly from individuals through questioning rather than solely through observation.
The questionnaire involves respondents independently answering a series of written questions, while an interview features an interviewer posing questions and documenting the answers According to Guyette (1983: 60-61), both methods have their own advantages and disadvantages.
May seem cold to community persons or respondent may be suspicious
More personal, friendly/ Greater response likely in community efforts
Time to complete questionnaire minimal/ Respondent may skimp on time or fail to respond to some questions
Interview is time consuming/ Completion rate usually higher than questionnaire
Educational level may affect interpretation of questions
Educational or experience level less of an effect because interviewer explains questions Literacy Literacy required Literacy not required
Characteristics Questionnaire Interview restriction written language for the interview
Bias Questions may contain bias - usually detected during the pretest
Interviewer may influence the responses or cause tension -training may prevent this
Respondent can add comments, but usually does not take the time
Tends to yield more complete data/
Interviewer able to encourage and note comments
Cost Cost primarily involves duplication, postage, and data processing
Besides copies of instrument for noting responses and data processing, additional costs are salary of interviewers and travel
Training Training for persons to code and process data, if needed
In-depth training needed for interviewers in addition to data preparation Data Analysis
Increased chance of non- responses may introduce bias into the study
Data summaries from open-ended questions difficult to summarize
Reciprocation More difficult to give back to the respondent, unless materials are mailed
Services, materials, or payment can be given to the respondent at the time of the interview
Respondent may not identify as closely with the project, due to the less personal nature of the method
Cooperation for future involvement of the respondent may be gained through the personal contact/ Respondent may feel more like a participant and take an interest in the results
In this study, English teachers guided participants through the questionnaire instructions, asking them to indicate their level of agreement with the items presented The questionnaire took approximately 30 minutes for respondents to complete.
The interviews were conducted with 12 students Each interview takes about
10 minutes The researcher made appointments with selected students and carried out the interviews in Vietnamese The answers were recorded, transcribed and translated back into English.
Data analysis
The data collected for the research was analyzed using the SPSS program to quantitatively address the research questions Descriptive statistics were employed to assess the frequency, mean, variance, and standard deviation of the data in response to the first research question To tackle the second research question, an independent sample T-test was performed Additionally, a One-way ANOVA analysis was utilized to further examine the research questions The results of these analyses will be detailed in the following chapter.
FINDINGS AND DISCUSSIONS
Quantitative results and discussions
Research question 1: What are the upper secondary school students’ attitudes towards learning English as a compulsory subject?
Quantitative results are categorized based on specific score ranges: a score between 1 and 2.5 indicates a low attitude, interpreted as a negative attitude; a score between 2.5 and 3.5 signifies a medium attitude, viewed as a neutral attitude; and a score between 3.5 and 5.0 reflects a high attitude, recognized as a positive attitude.
The descriptive analysis of the first research question indicates that the participants' overall mean score for English Language Attitude (ELA) is 2.6167 (SD= 0.59177), reflecting a negative attitude towards learning English Furthermore, the mean scores across the three aspects of attitudes towards English among the respondents show notable differences.
The mean scores for the different aspects of attitude are as follows: the Behavioral Aspect of Attitude (BAA) has a mean score of 2.5711 with a standard deviation of 0.60468, while the Cognitive Aspect of Attitude (CAA) shows a mean score of 2.6722 and a standard deviation of 0.63402 Additionally, the Emotional Aspect of Attitude (EAA) has a mean score of 2.6067 and a standard deviation of 0.63262.
Al-Zahrani (2008) found that many participants in his study exhibited negative attitudes, which he suggested could be attributed to the instructional and traditional methods employed by some English language teachers This observation aligns with the current state of English teaching strategies within the Vietnamese educational system.
Table 4.1 Descriptive Statistics of Students’ Attitudes towards English
Min Max Mean Std deviation
The behavioral aspect of attitudes towards the English language is notably low, with a mean score of 2.5711, indicating a negative attitude among participants who feel uneasy speaking in English class The statement "studying English helps me to have good relationships with friends" ranked second with a mean of 2.89, while the lowest score of 2.22 reveals that participants often disengage during English lessons, as evidenced by a standard deviation of 1.231 Additionally, Shams (2008) found that many participants experienced confusion and nervousness when speaking English in front of peers.
Table 4 2 Descriptive Statistics of Behavioral Aspect of Language Attitude Behavioral aspect of attitudes N Min Max Mean SD Varia nce
Speaking English everywhere makes me feel worried 180 1 5 2.63 1.103 1.217
Studying English helps me to have good relationships with friends 180 1 5 2.89 1.153 1.328
I like to give opinions during
I can maintain focus while studying English, which enhances my learning experience When I hear a fellow student speaking English fluently, I enjoy practicing my speaking skills with them Additionally, studying English boosts my confidence in expressing myself effectively.
Studying English helps me to improve my personality 180 1 5 2.76 1.193 1.423
I put off my English homework as much as possible 180 1 5 2.71 1.141 1.302
I am not relaxed whenever I have to speak in myEnglish class 180 1 5 3.17 1.022 1.045
English in front of otherstudents 180 1 5 2.81 1.204 1.450
I like to practice English the way native speakers do 180 1 5 2.23 1.233 1.521
I wish I could have many English speaking friends 180 1 5 2.36 1.071 1.147
When I miss the class, I never ask my friends orteachers for the homework on what has been taught
I do not feel enthusiastic to come to class when theEnglish is being thought
I do not pay any attention when my English teacher isexplaining the lesson
The current study reveals that many students exhibit negative behaviors in English classes, as they often do not pay attention when the teacher is explaining the lesson This lack of engagement may stem from the belief among EFL learners that learning English is less important than other subjects Additionally, the findings indicate that most students rarely seek help from peers or teachers regarding missed lessons or homework (M= 2.27) and tend to procrastinate on their English assignments (M= 2.71).
The cognitive aspect of attitudes towards English scored the highest mean (M= 2.6722, SD= 0.63402), revealing that most respondents exhibited a negative cognitive attitude, particularly in their inability to summarize key points from English content independently This sentiment is reflected in a mean score of 3.02 (SD=1.153) for their agreement on this issue These findings align with a study by Boonrangsri et al (2004), which indicated that 121 out of 219 participants across eight study streams demonstrated a moderate attitude regarding their summarization skills in English.
The respondents indicated a difficulty in applying their English knowledge to real-life situations, reflected in a mean score of 2.99 (SD= 1.081) Conversely, a subset of participants expressed the belief that multilingual individuals possess a high level of knowledge, as evidenced by a notably low mean score of 2.35 (SD= 1.179) (Table 4).
Table 4.3 Descriptive Statistics of Cognitive Aspect of Language Attitude
Cognitive aspect of attitudes N Min Max Mean SD Variance
Studying English is important because it will make memore educated
Being good at English will help me study other subjectswell 180 1 5 2.79 1.114 1.240
I have more knowledge and more understanding whenstudying
I like my English class so much;
I look forward to studying more
Studying English helps me getting new information inwhich I can link to my previous knowledge
I cannot summarize the important points in the English subject content by myself
Frankly, I study English just to pass the exams 180 1 5 2.59 1.298 1.685
In my opinion, people who speak morethan one languageare very 180 1 5 2.35 1.179 1.391 knowledgeable
Studying English helps me communicate in English effectively
I cannot apply the knowledge from
English subject in my real life 180 1 5 2.99 1.081 1.168 Studying English makes me able to create new thoughts 180 1 5 2.83 1.170 1.369
I am able to think and analyze the content in Englishlanguage 180 1 5 2.64 0.967 0.934
I am not satisfied with my performance in the English subject
In my opinion, English language is difficult and complicated to learn
English subject has the content that covers many fields of knowledge
The emotional attitudes towards English differ significantly from cognitive perspectives, with a mean score of 2.6067 (SD 0.63262) Most participants expressed a preference for studying in their native language, achieving the highest mean score of 3.81 (SD = 1.157) This aligns with Al-Nofaie’s (2010) findings, which indicated that both Saudi teachers and students generally favored using Arabic as a supportive tool in English classes While a minority of respondents showed a positive attitude and a desire to speak English fluently, this underscores the necessity of promoting collaborative dialogues and activities that can effectively enhance English language acquisition among EFL learners.
Table 4.4 Descriptive Statistics of Emotional Aspect of Language Attitude
Emotional aspect of attitudes N Min Max Mean SD Variance
I feel excited when I communicate in English with others
I don’t get anxious when I have to answer a question in my
Studying foreign languages like English is enjoyable 180 1 5 2.32 1.001 1.002
To be inquisitive makes me study English well 180 1 5 2.93 1.293 1.672
Studying English makes me have good emotions(feelings) 180 1 5 2.71 1.038 1.078
I prefer studying in my mother tongue rather than anyother foreign language
I do not like studying English 180 1 5 2.33 1.195 1.428
I wish I could speak English fluently 180 1 5 1.94 1.045 1.092
Studying English subject makes me feel more confident 180 1 5 2.87 1.940 1.3929
To be honest, I really have little interest in my
Knowing English is an important goal in my life 180 1 5 2.31 1.154 1.333
I look forward to the time I spend in English class 180 1 5 2.56 1.037 1.075
Research question 2: What are the attitudes of Vietnamese high school students towards English as a compulsory subject at schools?
The descriptive analysis reveals that Vietnamese high school students have a medium attitude towards English as a compulsory subject, with an overall mean score of M=3.28 and SD=1.025 While there is strong agreement that "All Vietnamese students should learn English" (M=4.25), many students indicated that they would not pursue English if it were not a compulsory subject (M=4.54) Additionally, a majority expressed a positive view on starting English education in elementary school (M=4.32) In contrast, the idea of using English as a medium of instruction or for teaching other subjects received negative responses, with mean scores of M=2.11 and M=1.52, respectively.
Table 4.5 Descriptive Statistics of Attitudes towards English as a compulsory subject
Attitudes towards English as a compulsory subject N Min Max Mean SD Variance
All Vietnamese students should learn English 180 1 5 4.25 1.124 1.012
Vietnamese high school students should use English in either spoken or written communications among each other
English education should start from elementary school in
English should not be a compulsory subject in the
I would not take English if it were not a compulsory subject 180 1 5 4.54 1.234 1.726 in school
If English were not taught at school, I would study it on my own
Oral language skills are more important than literacy skills in
High school English classes should be entirely conducted in
High school English classes should be conducted in both
Besides English classes, other classes, such as Math, should be also conducted in English
Proficiency band 3) should not be a requirement for obtaining the university degree in
I am satisfied with the English education policy in Vietnam 180 1 5 3.24 1.532 1.432
I am satisfied with the high school English education curriculum in Vietnam
I am satisfied with the English learning textbooks and other materials used in our school
I am satisfied with the English teaching methods used in our school
Qualitative results and discussions
Res 1 is a grade 10, girl student She said that she did not like English so much However, she thought English is important because it is an international language Her mean score for the first questionnaire was M=3.8 Her mean score for the second questionnaire was M= 2.2 That means her attitude towards English as a compulsory subject was negative
Res 2 is a grade 10, boy student He said that he liked studying very much and he wanted to learn other subjects in English He would like teacher of English used English all the time in the class (M=4.74) He said he tried to learn English not because of the exam but for real life communication He showed a very high attitude towards English as a compulsory subject (M=4.9) Also, he said he attended many courses where English is taught by native speakers
Res 3 is a grade 11, boy student His English is not so good but he has tried to make it better because his parents want to sent him to a university oversea He was really satisfied with textbook and teaching method of teacher at school He said that the VSTEP band 3 is not easy for him at present but he would make it when he finishes high school His mean score for attitude towards English learning was M=3.25; his attitude towards English as a compulsory subject was M= 2.75, that is medium
Res 4 is a grade 11, girl student She is trying to pass the national exam into a foreign language university so she learns English quite well She loves to learn with native speaker and listen to English all the time She felt comfortable in English lessons Besides, she assumed that English language helps her learn better other subject Her mean score for attitude towards English learning was M=3.2 She said that English is very important for her future because it is an International language Her attitude towards English as a compulsory subject was M= 3.87
Res 5 is a grade 12, boy student He said he did not like English at all but he did not want to lose face in class so he tried to learn English His attitude towards
A recent study revealed that the average score for English learning was 2.02 Participants indicated that if English were not a mandatory subject, they would not prioritize studying it for graduation Additionally, the average score for English as a compulsory subject was 1.97, highlighting a lack of enthusiasm for the language when it is not required.
Res 6 is a grade 12, girl student Her mean score for attitude towards English learning was M=4.3 She said she find it so enjoyable in English class She gained other knowledge through English movies and English songs She has been in many English competitions Her mean score towards English as a compulsory subject was M=4.46 That means she had a vey positive attitude towards English
Interviews reveal that while many students view English learning and its status as a compulsory subject positively, others perceive it as a burden that negatively impacts their performance Students with a favorable attitude towards English are likely to achieve better results in the language.
A study conducted in Quang Ninh province indicates that high school students exhibit a neutral attitude towards learning English, with a mean score of 2.67 However, when considering English as a compulsory subject, their attitude shifts positively, reflecting a mean score of 3.8 The findings suggest that Vietnam's English language policies are effective, particularly regarding study duration, textbooks, and teaching methodologies.
This study explores high school students' attitudes toward learning English, revealing that both male and female participants exhibit positive emotional, behavioral, and cognitive attitudes The qualitative findings suggest that students recognize the significance of English, viewing it as an essential subject in their education.
The current findings significantly enhance our understanding of affective variables in Second Language (L2) learners and contribute to language attitude research, particularly among high school students in Vietnam This study enriches the existing literature on learners’ attitudes towards English and supports the ongoing exploration of English as a Foreign Language (EFL) dissemination Additionally, the implications of this research extend to English education policies and practices in Vietnam.
This study offers valuable insights into Vietnamese high school students' perceptions of the English language, including their attitudes toward English education policies and their motivations for learning English By exploring these aspects, the research significantly enhances the understanding of English learning and teaching dynamics in Vietnam.
Understanding learners' personalities is crucial for shaping their attitudes towards education When Vietnamese high school students possess a positive attitude and enjoyment in learning a foreign language, their cognitive performance improves significantly Therefore, it is essential for EFL teachers to foster a supportive environment in English classes that nurtures and enhances students' positive attitudes towards the language The English curriculum and class activities should be tailored to meet students' needs, emotions, and behaviors, while teachers must acknowledge and respect their students, encouraging them to adopt a favorable outlook on English learning.
This study explores the attitudes of Vietnamese high school students towards English language learning, highlighting the various factors that influence the development of these attitudes.
Due to the limited time for data collection, future studies on attitude changes in students might alter the Vietnamese high school students perceiving toward the language of English
To foster positive attitudes towards English among students, EFL teachers should cultivate an encouraging classroom environment and emphasize the significance of learning the language By employing effective teaching methods and engaging activities, teachers can motivate students to embrace English Additionally, incorporating modern materials and supplementary resources alongside traditional textbooks will enhance student engagement and contribute to successful English learning.