VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES wlles THE WASHBACK EFFECT OF IELTS ON ENGLISH TEACHERS’ METHODS OF TEACHING SPEAKING SKILLS: A CASE STUDY AT A HIGH SCHOOL IN HAIPHONG (Tac động dội ngược của bai thi IELTS lên phương pháp giảng day kỹ năng nói của giáo viên tiếng Anh: Nghiên cứu trường hợp tại một trường THPT ở Hải Phòng) MA. MINOR THESIS Field: English Teaching Methodology Code: 8140231.01 Hanoi — 2024 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES wlles THE WASHBACK EFFECT OF IELTS ON ENGLISH TEACHERS’ METHODS OF TEACHING SPEAKING SKILLS: A CASE STUDY AT A HIGH SCHOOL IN HAIPHONG (Tác động dội ngược của bai thi IELTS lên phương pháp giảng dạy kỹ năng nói của giáo viên tiếng Anh: Nghiên cứu trường hợp tại một trường THPT ở Hai Phong) MA. MINOR THESIS Field: English Teaching Methodology Code: 8140231. Hoang Thị Xuân Hoa Hanoi — 2024 DECLARATION OF AUTHORSHIP I certify that the minor thesis entitled “The washback effect of IELTS on English teachers’ methods of teaching speaking skills: A case study at a high school in Haiphong” is the result of my own work and has not been submitted in any form for another degree or diploma at any universities or other institutions.
I am fully aware that should this declaration be found to be dishonest, disciplinary action and penalties in accordance with university policies and rules can be imposed. Hanoi, 2023 Student’s signature Luu Viét Cuong Approved by SUPERVISOR (Signature and full name) Dr. Hoang Thi Xuan Hoa Date:. ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from several people.
First and foremost, I would like to express my sincere gratitude to my supervisor, Dr. Hoang Thị Xuân Hoa, my supervisor, who has patiently and constantly supported me through the stages of the study, and whose stimulating ideas, expertise, and suggestions have inspired me greatly through my growth as an academic researcher. A special word of thanks goes to all the teachers and students who took part in the research. Without their cooperation, it would be impossible for me to accomplish this study.
Lastly, I immensely appreciate family and close friends, for the sacrifice they have devoted to the fulfillment of this academic work. il ABSTRACT The research focuses on exploring the influence of IELTS on the teaching methods employed by English teachers in a Haiphong high school, specifically in regards to speaking skills. The primary objective is to investigate how IELTS affects the teachers' approaches to teaching speaking skills and their perspectives on these effects. To gather data, the study utilized observations and semi-structured interviews involving three English teachers and students from six different classes.
The findings from these data collection methods revealed that IELTS had varying effects on the teaching methods employed by English teachers, depending on the individual teachers. Additionally, the teachers held differing opinions regarding these impacts. The study offers several implications based on its findings. Ultimately, the results are expected to be beneficial to both teachers and curriculum designers in developing an appropriate testing and assessment system.
ili LIST OF FIGURES AND TABLES Table 4.1: IELTS Washback: Class Observation Data on Participant Organization .2: IELTS Washback: Interview Data on Participant Organ1zation.3: IELTS Washback: Class Observation Data on Confent.4: IELTS Washback: Interview Data on ConIent.- 5-5 5s <+<+sx+sx+ 40 Table 4.5: IELTS Washback: Class Observation Data on Content Control.6: IELTS Washback: Interview Data on Content Control.7: IELTS Washback: Class Observation Data on Student Modality .8: IELTS Washback: Interview Data on Student Modality .9: IELTS Washback: Class Observation Data on Materials .10: IELTS Washback: Interview Data on Materlals.- -----«<-<<<<++ 53 iv TABLE OF CONTENTS DECLARATION OF AUTHORSHIP .-- Ăn St SH HH re i ACKNOWLEDGEMENTS. 1H LIST OF FIGURES AND TABBLES.- --- 5 1H ng HH HH gi, iv TABLE OF CONTIENTTS. HH HH HH HH HH HH TH nh Tnhh V CHAPTER 1: INTRODUCTION. -- -- GÀ 2 S11 SH HH HH HH H1 ri, 1 1.
Rationale of the Study oo. Aim and objectives of the Study. Research questions na. Scope of the in.
Method of the Study 77 di. Significance of the Study. Organization Of the Study. - cà HH TH TH TH TH Hà HH TH TH 4 CHAPTER 2: LITERATURE REVIEỀW.
Washback Effects on Teaching and Learning. Speaking skills in second language teaching and learning. Definitions of speaking sKIÏÌS. Characteristics of speaking Skills.
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The IELTS Speaking 'Te€Sf. Overview of the IELTS Speaking “TeSf. Assessment criteria and sCOrIng TuTICS. Overview of IELTS Washback Research .---- -- 5s tt Hs re, 19 “hiam.
20 CHAPTER 3: RESEARCH METHODOLOGY. Definition of case SfUY.-- LH HH TH HH TH HH TH TH HH Hệ 22 3. Characteristics of Case Study .-- Ăn HH HH TH ng HH rry 22 3. Steps for conducting case Study .- --- G5 s1 HH HH HH ng ng tư22 3.
Data collection instrument .-- 2G 2 9113111311 E 91 E911 11211 H1 ng ng ng nệt 26 3. 0o (cv aogưiiiiii44ẢẼÝ. Data collection pFOC€đUTG.12211191119111 111111111 H1 HH TH ng ng rệt 27 3. Data anal nh ae.
Data analysis framework nỪỪ. Data analysis method nh. 31 CHAPTER 4: FINDINGS AND DISCUSSION. Participant Orgamization na.
Findings and discussion of the data from class obserVafIons. Findings and discussion of the data from interviewS. Findings and discussion of the data from class obserVatIOns. 2G G19 TH ng nh HH nhện 43 4.
Findings and discussion of the data from class obserVafIons. Findings and discussion of the data from intervieWS. Findings and discussion of the data from class obserVafIONIS. Findings and discussion of the data from interVieWS.
Findings and discussion of the data from class obserVafIons. Findings and discussion of the data from interviewS. cc ceeeeeeeeeeeteeeeeeees 53 CHAPTER 5: CONCLUSION. Implications of the Study.
Limitations and suggestions for further research.- ĐH HH HH HH HH HH HH kg 60 APPENDIX Doone. II APPENDIX 3A V0 nh h. LH,“ HH HH KH IV Vil CHAPTER 1: INTRODUCTION The chapter sheds light on the rationale for this study. More importantly, the aim and objectives are summarised in two research questions.
This chapter continues with the scope, significance, method, and overview ofthe study. Rationale of the study In the mid-1990s, the IELTS exam was introduced in Vietnam primarily for students seeking scholarships to study abroad, and later it became applicable to anyone aspiring to pursue their education overseas. Over time, there has been a growing trend in Vietnamese schools where English certificates, including IELTS, have become mandatory (Hang, 2022). Since 2015, Vietnamese students who achieve an IELTS score of at least 4.0 are automatically granted a 10 on the English test in the high school graduation exam by the Ministry of Education and Training.
Between 2019 and 2021, the number of students in Hanoi eligible for this benefit increased significantly from 3,000 to 10,800. Similarly, in 2023, nearly 10,000 students in Ho Chi Minh City were exempt from the English test in the high school graduation exam, reflecting a substantial rise compared to the previous year. Moreover, foreign language certificates are widely used for university admissions and graduation requirements. The National Economics University began considering IELTS test results for admissions in 2017, followed by other universities such as the Foreign Trade University and the HCMC University of Technology and Education.
The proportion of students admitted to universities based on foreign language certificates has also witnessed rapid growth. For instance, at the National Economics University, this percentage increased from 5% in 2017 to 30% in 2022. Bui Duc Trieu, Head of the Training Management Department at the National Economics University (NEU), stated that they received around 11,000 applications with English certificates, particularly IELTS, in 2023, indicating a significant surge in the number of candidates in this category over the past six years. The widespread acceptance of IELTS has led to the emergence and expansion of IELTS preparation courses in Vietnam.
These courses have gained popularity among Vietnamese students, as many of them face difficulties in achieving the 1 required IELTS band scores. Consequently, IELTS preparation courses have been incorporated into the curriculum of various English centers, public schools, and private schools in Vietnam. The IELTS preparation courses primarily focus on helping students achieve the desired band scores, which inadvertently influences both teachers and learners, as well as the teaching and learning process. This influence can have positive or negative effects (Ferman, 2004; Green, 2007; Hayes & Read, 2004; Wall, 2005; Zafarghandi & Nemati, 2015).
This phenomenon is commonly known as the washback or backwash effect (Alderson & Wall, 1993). According to Alderson and Wall (1993), washback is considered a powerful concept that test designers should pay attention to and that most classroom teachers are well aware of. Washback is seen as positive when the teaching goals align with the curriculum or test objectives, and when authentic tasks and communicative teaching methods are employed in the classroom (Alderson & Wall, 1993; Messick, 1996; Wall, 2012). However, washback is deemed negative when it leads to a narrower curriculum, with a greater focus on teaching isolated test items at the expense of developing other academic skills, and when more time is spent on practicing test content (Madaus, 1988).
Given that washback is inevitable in IELTS preparation classes, it is important to conduct proper research to maximize positive effects and minimize negative ones. While both teachers and students are influenced by standardized tests, this research specifically focuses on the role of teachers in test preparation courses, as they have a significant impact (Spratt, 2005). Previous studies conducted in foreign contexts have examined the effects of IELTS washback on teachers. For instance, Hayes and Read (2004) conducted a study in New Zealand and discovered a notable difference between IELTS preparation courses and English for Academic Purposes (EAP) courses.
The findings showed that instructors in IELTS classes prioritized test task practice, potentially neglecting the development of broader language skills. In Vietnam, Nguyen, H. (2020) investigated the impact of IELTS on English language teachers in Central Vietnam. However, despite these studies, there is still a need to thoroughly explore the effects of IELTS washback on English teachers' approaches to teaching speaking skills in Vietnamese high schools.
In light of the growing popularity of IELTS among Vietnamese high school students in recent years, the researcher humbly aims to explore how IELTS may influence the approaches of English teachers when teaching speaking skills. The anticipated findings of this research are expected to offer valuable insights that could contribute to the ongoing evaluation of the suitability of IELTS as a reliable measure of Vietnamese students' English proficiency. It is with utmost humility that the researcher embarks upon this study titled "The washback effects of IELTS on English teachers' methods of teaching speaking skills: A case study at a high school in Haiphong. Aim and objectives of the study The writer aimed at exploring IELTS washback on English teachers’ methods of teaching speaking skills.
This overall aim can be achieved through the following objectives: (1) To find out the washback effects of IELTS on English teachers’ methods of teaching speaking skills (2) To examine English teachers’ opinions about the washback effects of IELTS on their methods of teaching speaking skills 1. Research questions The objectives of the study are summarized into two research questions: (1) What are the washback effects of IELTS on English teachers’ methods of teaching speaking skills? (2) What are English teachers’ opinions about the washback effects of IELTS on their methods of teaching speaking skills? 1. Scope of the study Due to the aim of the study, the researcher set certain scopes for the study.