MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES ------------ H’ANETTA BUON YA EXPLORING PREPARATION STRATEGIES FOR ENGLISH PROFICIENCY TEST, LEVEL 5 ON SPEAKING SKILL: A CASE STUDY OF THE FOURTH-YEAR EFL STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES (HUFL) MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2015 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES ------------ H’ANETTA BUON YA EPLORING PREPARATION STRATEGIES FOR ENGLISH PROFICIENCY TEST, LEVEL 5 ON SPEAKING SKILL: A CASE STUDY OF THE FOURTH-YEAR EFL STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES (HUFL) MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.11 SUPERVISOR: PHAM HOA HIEP, D. Ed HUE, 2015 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ ------------------------------ H’ANETTA BUÔN YĂ NGHIÊN CỨU NHỮNG CHIẾN LƯỢC CHUẨN BỊ CHO KỲ THI NĂNG LỰC NGOẠI NGỮ BẬC 5 KỸ NĂNG NÓI (THEO KHUNG NĂNG LỰC NGOẠI NGỮ 6 BẬC VIỆT NAM): TRƯỜNG HỢP SINH VIÊN NĂM THỨ TƯ TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS. PHẠM HÒA HIỆP HUẾ, 2015 ii STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself.
Signature iii ABSTRACT This study aims to explore fourth-year students‟ perceptions about The English Proficiency Test Level 5 on speaking skill as a requirement within the National Foreign Language 2020 Project (NFL 2020). The methods used for the data collection include interviews and questionnaires. A questionnaire consisting of twenty-three questions was given to 100 students, and another questionnaire consisting of four questions was given to 5 teachers. In depth, interviews were conducted with 10 students and 5 teachers at Hue University College of Foreign Languages.
The findings show that: (1) most students acknowledged the importance and necessity of The English Proficiency Test Level 5 on speaking skill ; (2) within the The English Proficiency Test Level 5 students‟ language ability was not evaluated effectively; (3) all students were aware of the usefulness and effectiveness of Practice speaking English with foreigners or native speakers ; (4) most students agreed that understanding The Frame of 6-level language skills for Vietnam (KNLNNVN) and test requirement would help student have better preparation; (5) all students were aware of the difficulties that they could have to face with when taking the test. Based on the findings, it is recommended that (1) teachers should inform students about more about the National Foreign Language 2020 Project (NFL 2020) and the description of The frame of 6-level language skills for Vietnam (KNLNNVN); (2) students should Practice speaking English with foreigners and native speakers to prepare for the test; (3) teachers should encourage students to practice speaking more frequently; (4) students should imply and combine all practice strategies for effective preparation; (5) teachers should also give student more strategies to make better prepare for the test; (6) teachers should raise students‟ awareness of the benefits of speaking component of The English Proficiency Test Level 5 before graduation. iv ACKNOWLEDGEMENTS I would like to take this opportunity to extend my deepest gratitude and appreciation to all of those people from Hue University College of Foreign Languages who have contributed to this research project by completing questionnaires, and taking part in interviews, without their help, the completion of this research project would not have been possible. I would like to thank my supervisor Dr.
Pham Hoa Hiep, for his remarkable supervision, brilliant guidance, enthusiasm, patience and invaluable support throughout the research, which I am sure, was above and beyond the call of duty. I wish to express my sincere thanks to my friends because of their generosity in time, helpful advices, detailed comments; suggestion and ongoing encouragement. Finally yet importantly, I would like to extend my heartfelt appreciation and thanks to my parents, for standing by me and for giving me their unconditional love, care, good will assistance and patience. Sincerely, H‟Anetta Buon Ya v LIST OF ABBREVIATIONS CEF: Common European Framework CEFR: Common European Framework of Reference for Languages EFL: English as a foreign Language HUCFL: Hue University of foreign Languages IELTS: International English Language Testing System KNNNNVN: Khung Năng Lực Ngoại Ngữ 6 Bậc Việt Nam (The frame of 6-level language skills for Vietnam) MoET: Ministry of Education and Traning NFL 2020: National Foreign Languages 2020 Project TOEFL: Test of English as a Foreign Language TOEIC: Test of English for International Communication SPSS: Statistical Package for the Social Sciences Software vi TABLE OF CONTENTS CHAPTER 1: INTRODUCTION.
Background of the study. Rationale of the study. Aims of the study. Significance of the study.
Scope of the study. Structure of the study. 4 CHAPTER 2: LITERATURE REVIEW. An overview of national foreign language 2020 project.
The frame of 6-level language skills for vietnam. The frame of 6-level language skill for Vietnam – speaking skill. The speaking skill. The definition of speaking skill.
The importance of speaking skill. Characteristics of speaking skill. The proficiency test. Importance of proficiency test for English language teachers.
Proficiency test preparation strategies. Test and backwash effects. Teachers‟ perceptions about the proficiency test within project 2020. Research site and participants.
27 CHAPTER 4: FINDING AND DISCUSSION. Student‟s perceptions of English proficiency test-level 5. Students‟ perception of English proficiency test-level 5 as a difficult test. Student‟s perception of English proficiency test-level 5 as a reliable test to evaluate their language ability.
Student‟s perception of English proficiency test-level 5 as a necessary test before graduate. Students‟ perception of English proficiency test-level 5 on speaking skill. Strategies that students use to prepare for English proficiency test-level 5 on speaking skill. Difficulties students tend to encounter when taking English proficiency test-level 5 on speaking skill.
Teachers‟ perception toward English proficiency test-level 5 on speaking skill. 42 CHAPTER 5: CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS FOR FUTURE RESEARCH. Restatement of the rationale of the study. Summary of the findings.
Contributions of the study. Limitations of the study. Suggestions for further studies. 67 viii LIST OF TABLES Table 2.1: The frame of 6-level language skills for Vietnam.2: General description of the frame of 6-level language skills for Vietnam .The frame of 6-level language skill for Vietnam – speaking skill level 5 .1: Summary of the questionnaires.
The reliability statistics of the students‟ questionnaires .1: Mean of cluster 2 .2: Mifficulties students tend to encounter when taking English proficiency test-level 5 on speaking skill .40 ix LIST OF FIGURES Figure 4.1: Students‟ perception of English proficiency test-level 5 as a difficult test 29 Figure 4.2: Students‟ perception of English proficiency test-level 5 as a reliable test to evaluate their language ability. Student‟s perception of English proficiency test-level 5 as a necessary test before graduate .5: Preparation strategy: taking extra (speaking) class .6: Preparation strategy: practice speaking English with foreigner/communicate with native speakers .7: Preparation strategy: participating in discussions in groups or classes, or clubs .8: Preparation strategy: asking an interlocutor to correct a mistake when speaking english .9: Preparation strategy: know about the requirements of the speaking test level 5 .10: Preparation strategy: doing exercises in speaking skill under the form of proficiency test-level 5 .4: Students‟ perception of english proficiency test-level 5 on speaking skill 33 Figure 4.11: Difficulties students tend to encounter when taking English proficiency test-level 5 on speaking skill. Background of the study Nowadays, English has an important role in many countries; it is the most popular spoken language in the world. With the development of technology, English has been playing an essential role in many fields such as medicine, economy, society, culture, policy, and education.
The field of education has amplified the function of English Language because most of the educational resources, materials and books are in English. English has also played a vital role in society, with good understanding and communication in English; we not only can easily approach to science and technology but can also exchange the information and knowledge with many other countries such as England and some countries in Europe. Furthermore, there are over 90% of websites written and created in English (Naved, 2012). The number of people learning English for various purposes (such as for job, business, traveling) is continually on the increase every day.
In Vietnam, English has been regarded as the most important foreign language nowadays, especially since the Vietnamese Government carried out the open door policy. English has been taught for a long time in Vietnam and it has become s a compulsory subject in most universities and schools throughout the country. The government set the goal for 2020 as quoted below: [B]y the year 2020 most Vietnamese youth whoever graduate from vocational schools, colleges and universities gain the capacity to use a foreign language independently. This will enable them to be more confident in communication, further their chance to study and work in an integrated and multi-cultural environment with variety of languages.
This goal also makes language as an advantage for Vietnamese people, serving the cause of industrialization and modernization for the country (Decision N0 1400/QD-TTg on September 30th, 2008, p.1) In addition, on 24 January 2014, the Ministry of Education and Training stipulated Circular No. 01/2014/TT-BGDDT, promulgating the frame of 6-level language skills for Vietnam. This framework is compatible with other common international language 1 proficiency level (CEFR) and used as reference when writing curriculum and teaching plans. Accordingly, the frame work of 6 level fundamentally and comprehensively innovate English teaching and learning for EFL students to ensure the output literally for students course 2014-2015 onwards (level 4/ B2 for college, level 5 / C1 for university when they graduated).
However, many people doubt that for a country like Vietnam, expecting every college and university graduate to speak English fluently by the year of 2020 is a highly ambitious plan. Therefore, since implementation, the project has faced with a lot of inevitable difficulties and inadequacies. Beside the positive results, for more than three years of implementation, the National Foreign Language 2020 Project has seen many shortcomings such as difficulties in training, teacher evaluation with standard of frame of 6-level language skills for Vietnam; classes number are declined; students do not meet the requirement of frame of 6-level language skills for Vietnam. Rationale of the study This project derives from the following concerns: Firstly, the National Foreign Language 2020 Project (NFL 2020) is a big project.
Being implemented throughout the country, the project will affect more than 200 million students. Secondly, although the frame of 6-level language skills for Vietnam -based on Common European Framework of Reference (CEFR) has been promulgated; many students still think “they only need study enough just to deal with the exam”. The reason for this could be the lacking of knowledge about the frame of 6-level language skills for Vietnam and lacking awareness of the importance of English Proficiency Test, Level 5. Most students have to take the test before graduating which mean they must pass the Level 5 to graduate.
However, not many of them are aware of what is Level 5 and why do they have to take the test. Thirdly, in today's day and age, having solid English skills is necessary. It is becoming the language of the world and all of us have to keep up. Hence, the importance of speaking skill is enormous for the learners of any language.
We use 2 English in a variety of situations.