VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, DINIT THT WONG THUONG THE WASHBACK EFFECTS OF TOEFL-ITP ON FIRST YEAR NON- ENGLISH MAJOR STUDENTS’ MOTIVATION LN LEARNING ENGLISH (ANH HUGNG CUA KY THI TORFL-ITP DEX BONG LUC HOC TIENG ANH CUA SINII VIÊN KHÔNG CHUYỂN NAM THU NEAT) M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI - 2017 VIETNAM NATIONAT, UNIVERSITY, HANOE UNIVERSITY OF LANGUAGES AND EN TERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES DINH THI HONG THUONG THE WASHBACK EFFECTS OF TOEFL-ITP ON FIRST YEAR NON- ENGLISH MAJOR STUDENTS’ MOTIVATION IN LEARNING ENGLISH (ANH HUGNG CUA KY THI TORFL-ITP PEN PONG LUC HOC TIANG ANH CỦA SINH VIÊN KHÔNG CHUYỂN NĂM THỨ NHẤT) M. MINOR PROGRAMME TIIESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr. Tran Thanh Nhan TIANOI - 2017 DECLARATION T by doclaro that (his thesis represcnils my own work [or the Degres of Master in TESOL at the Faculty of Post-graduate Studies, University of Languages and International Studies - Vietnam National University, and that it has not heen previously submitted to this University or any othor institulion in apphealion for admission to a degree, diploma or other qualifications.
Hanoi,2017 Đình Thị Hồng Thương TABLE OF CONTENTS DƯCULARATION. ACKNOWLEDGEMENTS - - - iW Ha isa.°1 LIST OF TABLES. cee TH KH 1110 1g KH mttdiaeriisroiu dW TABLE OF CONTENTS.ceeHrereuee wll 1 Rationale of the study - - - 1 2 Purposes and significance of the study 2 `. 3 4 Method and procedure 3 41 Subjects 3 4.Data collection method.
Hee A 43 Data analysis procedure 5 5. Organrivalion of the sludy 5 PART IL DEVELOPMENT HH1 1 81 1 0 tren HH hien Ei CHATTER 1: LITERATURE REVIEW. ke ri Hee 1.efimtiơn of lang uage test. Nature of language tests .3 1 Definition of motivation.
cece cee teeaee 9 1.Components of motivation - 10 1.1 Intrinsic motivation and extrinsic motivation 10 1,3.Integrative motivation and instrumental motivation.Role of motivation in foreign language learning 13 2. Review of hterature - - - - - 18 English, AP students have to obtain required TOEFL-ITP score according to the regulation of the program before starting learning their major and getting the Dogree of Engineer. Additionally, in line with the National Forcign Languages 2020 Project, TNUT has set a minimum score in TORFL-LIP for widergraduates who study other programs that do not use English in teaching (referred as other undergraduates in this study) as a graduation requirement since 201 4. Policy makers or school administrator generally believe that tests have much power and therefore quile often try lo use them lo mamipulale or implement educational policies (Shohamy, 20014, 2001b).
Not aside this perception, it is believed by the authorities of the university that TOEFL-ITP is a valuable and accurate instrument to measure sLudenis’ English proficiency sufficient to sludents” leaming in English environment and future profession chances, meanwhile, it is not that beneficial from teachers’ and students’ perspectives. Considering the relation between losling and ils influence on learners, especially in lenus of molivalion in leaming English, and the context of English teaching and learning at ‘!NU'L, there emerges a need to conduct this research on ‘The washback effects of TOEFL-ITP: on first year non-English major students’ motivation in learning English’ 2. Purposes and significance of the study The study aims to investigate the washback effects of TOKKL-ITP on motivation in leaming English of students under two different educational policies (sclection policy to study in English teaching-lcarning cnvironment and graduation requirement policy), and different required test result agendas (in the first year for AP freshmen and before graduation for other undergraduates). The following restarch questions arc addressed: 1) How does TOEFL-ITP affect first year AP students and other undergraduates” motivation in learning Eriglish? ta ACKNOWLEDGEMENTS First of all, T would like lo acknowledge the debt of gralilude to my supervisor, Dr.
‘tran Thanh Nhan for her helpful suggestions, invaluable critical feedback and encouragement in the wriling of this study. Wilhoul her guidance and. help, this work would not have becn completed. My sincere thanks go to all the staff at the Department of Post-graduate Studies, University of Languages and international Studies, Vietnam National University, [lanoi for giving me assistance and the lecturers who conducted the ‘Master's course for providing me with valuable knowledge I would also like to express my deep sense of gratitude to all students, whose participation in and dedication Lo the research remains imvaluabls.
Without, their precious support, the thesis would not have taken shaped, T am also indcbled to my colleagues at Thai Nguyen University of” ‘Technology for their enthusiastic assistance and co-operation. Finally, the support extended to me by the members of my family has been immeasurable. | would also like to express my thanks to my parents and my hhusband for their wholehearted encouragement. LIST OF TABLES Table 2.
1 : Questionnaire items Table 3. 1: Students from Advanced program Table 3. : Sbudents from standard prog7am. 3 : Sdenls lalc part in Tn(GTview scclioni Table 3.
4: Teachers participated in interview Table 3. $ : Students’ responses to Motivation intensity items. 6: Students’ responses to Integrative motivation, Table 3.7 Students’ responses to Desire Lo learn English Table 3.8: Students’ responses to Interest in learning Dnglish items. 9: Sxdents’ responses to Attude towards learning English itom ‘Table 3.
10; Students’ responses to Instrumental motivation items Table 3 11: Students’ responses lo AtrtbuHier about past failures iter ‘Table 3. 12; Students’ responses to Need for achievement items. iv TABLE OF CONTENTS DƯCULARATION. ACKNOWLEDGEMENTS - - - iW Ha isa.°1 LIST OF TABLES.
cee TH KH 1110 1g KH mttdiaeriisroiu dW TABLE OF CONTENTS.ceeHrereuee wll 1 Rationale of the study - - - 1 2 Purposes and significance of the study 2 `. 3 4 Method and procedure 3 41 Subjects 3 4.Data collection method. Hee A 43 Data analysis procedure 5 5. Organrivalion of the sludy 5 PART IL DEVELOPMENT HH1 1 81 1 0 tren HH hien Ei CHATTER 1: LITERATURE REVIEW.
ke ri Hee 1.efimtiơn of lang uage test. Nature of language tests .3 1 Definition of motivation. cece cee teeaee 9 1.Components of motivation - 10 1.1 Intrinsic motivation and extrinsic motivation 10 1,3.Integrative motivation and instrumental motivation.Role of motivation in foreign language learning 13 2. Review of hterature - - - - - 18 CHAPTER 2: METHODOLOGY.'The context of the SEẩy.
tin nọ eo 2.Intorview 4 Data collection procedure 5 Data analysis. CHAPTER 3: DATA ANALYSIS, FINDINGS AND DISCUSSIONS 1. Demographic information of participants.1 Questionnaire survey respondents 1 2.Intorview parlicipanis ð tị RP 2. Lffect of TORTL-ITP examination on students’ motivation.1 Motivation intensity 1 8A RP 2.2 Integrative inotivation sub-system 2.2 Desire 1o learn English 2.Laterest in Iearmmng English.
Aiitude towards leamming Linglish.3 Instrumental molivalion sub-system 2.Attribution about past failures.Need for achievement. cece eects eerste ees 3 Findings and discussions PART 1H: CONCLUSION.Summary of methodologies 2Summary of findings 3. Limitations of the study and suggestion for further research. REFERENCES APPENDIX CHAPTER 2: METHODOLOGY.'The context of the SEẩy.
tin nọ eo 2.Intorview 4 Data collection procedure 5 Data analysis. CHAPTER 3: DATA ANALYSIS, FINDINGS AND DISCUSSIONS 1. Demographic information of participants.1 Questionnaire survey respondents 1 2.Intorview parlicipanis ð tị RP 2. Lffect of TORTL-ITP examination on students’ motivation.1 Motivation intensity 1 8A RP 2.2 Integrative inotivation sub-system 2.2 Desire 1o learn English 2.Laterest in Iearmmng English.
Aiitude towards leamming Linglish.3 Instrumental molivalion sub-system 2.Attribution about past failures.Need for achievement. cece eects eerste ees 3 Findings and discussions PART 1H: CONCLUSION.Summary of methodologies 2Summary of findings 3. Limitations of the study and suggestion for further research. REFERENCES APPENDIX ABTRACT Test of English as a Foreign Language - Institutional Testing Program (TORFI-ITP) is believed by authorily makers to have positive influence on teaching and leaming English.
Ilowever, as observation of the author and belief of teachers, TORFL-ITP has negative consequence in students’ learning Fnglish. This paper explores the relationship between TOEFL-ITP requirements for graduation and program entrance and students’ motivation in leaming with regards to students” different learning background and various educational contexts and time schedule pressure of the test. A sample of 147 students from two Icaming programs was approached to take questionnaire responses and ten students and three teachers were interviewed (or more intensive data. Both positive and negative impacts of TORFL- ITP on students’ motivation were clarified in the research.
Limited source of data, sampling procedure and length of the survey period in this study suggested other data collection source, sampling method and more longitudinal time for data collection [or later research. ABTRACT Test of English as a Foreign Language - Institutional Testing Program (TORFI-ITP) is believed by authorily makers to have positive influence on teaching and leaming English. Ilowever, as observation of the author and belief of teachers, TORFL-ITP has negative consequence in students’ learning Fnglish. This paper explores the relationship between TOEFL-ITP requirements for graduation and program entrance and students’ motivation in leaming with regards to students” different learning background and various educational contexts and time schedule pressure of the test.
A sample of 147 students from two Icaming programs was approached to take questionnaire responses and ten students and three teachers were interviewed (or more intensive data. Both positive and negative impacts of TORFL- ITP on students’ motivation were clarified in the research. Limited source of data, sampling procedure and length of the survey period in this study suggested other data collection source, sampling method and more longitudinal time for data collection [or later research. English, AP students have to obtain required TOEFL-ITP score according to the regulation of the program before starting learning their major and getting the Dogree of Engineer.
Additionally, in line with the National Forcign Languages 2020 Project, TNUT has set a minimum score in TORFL-LIP for widergraduates who study other programs that do not use English in teaching (referred as other undergraduates in this study) as a graduation requirement since 201 4. Policy makers or school administrator generally believe that tests have much power and therefore quile often try lo use them lo mamipulale or implement educational policies (Shohamy, 20014, 2001b). Not aside this perception, it is believed by the authorities of the university that TOEFL-ITP is a valuable and accurate instrument to measure sLudenis’ English proficiency sufficient to sludents” leaming in English environment and future profession chances, meanwhile, it is not that beneficial from teachers’ and students’ perspectives. Considering the relation between losling and ils influence on learners, especially in lenus of molivalion in leaming English, and the context of English teaching and learning at ‘!NU'L, there emerges a need to conduct this research on ‘The washback effects of TOEFL-ITP: on first year non-English major students’ motivation in learning English’ 2.
Purposes and significance of the study The study aims to investigate the washback effects of TOKKL-ITP on motivation in leaming English of students under two different educational policies (sclection policy to study in English teaching-lcarning cnvironment and graduation requirement policy), and different required test result agendas (in the first year for AP freshmen and before graduation for other undergraduates). The following restarch questions arc addressed: 1) How does TOEFL-ITP affect first year AP students and other undergraduates” motivation in learning Eriglish? ta ABTRACT Test of English as a Foreign Language - Institutional Testing Program (TORFI-ITP) is believed by authorily makers to have positive influence on teaching and leaming English. Ilowever, as observation of the author and belief of teachers, TORFL-ITP has negative consequence in students’ learning Fnglish. This paper explores the relationship between TOEFL-ITP requirements for graduation and program entrance and students’ motivation in leaming with regards to students” different learning background and various educational contexts and time schedule pressure of the test.
A sample of 147 students from two Icaming programs was approached to take questionnaire responses and ten students and three teachers were interviewed (or more intensive data. Both positive and negative impacts of TORFL- ITP on students’ motivation were clarified in the research.
