MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY HUYNH NHU Ỉ THE WASHBACK OF THE IELTS GRADUATION BENCHMARK ON NON-ENGLISH MAJORED STUDENTS’ ATTITUDES TOWARDS LEARNING ENGLISH AT A PRIVATE UNIVERSITY IN HO CHI MINH CITY Major: English Language Course code: 8220201 HUTECH LIBRARY 4040094195 - | HO CHI MINH CITY, APRIL 2022 ee MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY THE WASHBACK OF THE IELTS GRADUATION BENCHMARK ON NON-ENGLISH MAJORED STUDENTS’ ATTITUDES TOWARDS LEARNING ENGLISH ATA PRIVATE UNIVERSITY IN HO CHI MINH CITY Submitted to the Faculty of English Language in partial fulfillment of the Master’s degree in English Language Ỉ 17029 words Course code: 8220201 By HUYNH NHU Supervised by PHAM HUY CUONG, Ph. HO CHI MINH CITY, APRIL 2022 The thesis entitled THE WASHBACK OF THE IELTS GRADUATION BENCHMARK ON NON-ENGLISH MAJORED STUDENTS’ ATTITUDES TOWARDS LEARNING ENGLISH AT A PRIVATE UNIVERSITY IN HO CHI MINH CITY was successfully defended and approved on July 18", 2022 at Ho Chi Minh City University of Technology (HUTECH). Academic supervisor: Pham Huy Cuong, Ph. Nguyen Thi Kieu Thu, Ph.
Duong My Tham, Ph. Le Van Tuyen, Ph. Tran Thi Minh Phuong, Ph. Tran Quoc Thao, Ph.
Secretary Member On behalf of the Examination Committee “%&— ee Naugen TH HCMC UNIVERSITY OF TECHNOLOGY POSTGRADUATE INSTITUTE HCMC, April 2022 MASTER’S THESIS REPORT Student name: HUYNH NHU Sex: Female Date of birth: February 27th, 1992 Place of birth: Tien Giang Province Major: English Language Student code: 2041900011 I- Thesis title: THE WASHBACK OF THE IELTS GRADUATION BENCHMARK ON NON-ENGLISH MAJORED STUDENTS’ ATTITUDES TOWARDS LEARNING ENGLISH AT A PRIVATE UNIVERSITY IN HO CHI MINH CITY II- Objectives and contents: The study aims to primarily address the washback of the IELTS graduation benchmark on non-English majored students’ attitudes towards learning English at a private university in Ho Chi Minh City. The research objectives are as follows: 1. To investigate the washback of the IELTS graduation benchmark on non- English majored students’ attitudes towards learning English. To explore the non-English majored students’ testing preparation strategies for the graduation requirement.
IJJ-Starting date: September 2021 IV-Completing date: April 2022 V- Academic supervisor: PHAM HUY CUONG, Ph. ACADEMIC SUPERVISOR FACULTY DEAN (full name, signature) (full name, signature) ham thuy adr 2 i —thị Ken ha uyerr The CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: TIX WASITBACK OF THE IELTS GRADUATION BENCHMARK ON NON-ENGLISH MAJORED STUDENTS’ ATTITUDES TOWARDS LEARNING ENGLISH AT A PRIVATE UNIVERSITY IN HO CHI MINH CITY In terms of the statement of requirements for Theses in Master’s programs issued by the Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University of Technology. Ho Chi Minh City, April 2022 HUYNH NHU ill RETENTION AND USE OF THE THESIS I hereby state that I, HUYNH NHU, being a candidate for the degree of Master of Arts (English Language) accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library. In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses.
Ho Chi Minh City, April 2022 L— HUYNH NHU iv ACKNOWLEDGEMENTS I would like to take this opportunity to express my sincere gratitude to those who have given their valuable support and assistance to my thesis. My first special thanks go to my supervisor, Dr. Pham Huy Cuong, for his entivisiastic aid wholehearted support as well as indispensable professional guidance. I would like to thank all English lecturers and students from the research site for their kindness, support, generosity, enthusiasm and their valuable time and information they provided, without which this study would not have been completed.
I especially appreciate the precious time that the interviewees devoted to the interview. In addition, I am indebted to the University of Economics and Finance, especially the Faculty of English for offering me the great opportunity to collect the data. My sincere thanks also go to all my lecturers at HUTECH university for their generous and enthusiastic support throughout my Master course in English Language. Finally, I also would like to take this great opportunity to thank my friends and my family for their support and unconditional love and care.
ABSTRACT With the purpose of upgrading students’ English ability and employability in global labor market, an increasing number of educational institutions in Vietnam have adopted certain language graduation benchmarks. Iii particuiar, as a well- recognized, high-stakes proficiency test, the IELTS test is a more desirable test than many others. This study aims to explore the non-English majored students’ attitudes towards this policy and how they react to the language requirement for graduation by analyzing their preparation strategies. The study was conducted at a private university in Ho Chi Minh metropolitan area with dynamic amenities and high quality of teaching and learning.
The research site was chosen since it met the indispensable criterion of the study which is the fact that it has the IELTS benchmark policy as a language exit requirement for their bachelor’s degrees. This study employed both quantitative and qualitative methods. Specifically, the quantitative method was conducted with the participation of 156 respondents from various majors. Then, a semi-structured interview with ten students served as the next step to gain better understandings of the research problem.
The findings revealed that most of the students showed positive attitudes towards the IELTS graduation benchmark, implying that this language test created positive washback on the learning process. The results also suggested the most frequently used preparation strategies adopted by these students at metacognitive, cognitive and socio-affective levels. Among these three components, cognitive strategies were proved to be most commonly adopted for the IELTS test preparation. The study can be beneficial for the English teachers and administrators in maintaining the alignment between testing goals and teaching programs.
(263 words) Keywords: washback, IELTS graduation benchmark, students’ attitudes, non- English majored students, learning strategies vi TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY wccocssecsscessonssssssssscuscsssccsssasvansscnvassnenvnesens iii RPTTSINTICN AND USE OE THE THIESIS .--<s5=< =<<<=<<<ss<<ssse«sss iv RCL INT SG eeeaeeeeeenasereseenesveseenerrrrdeirosrverodesbidtdorbde V ATES TRACT keeesennesrkitteitbv X09 A0100068600010350XNGĐSDNANĐESSNSSSGICKGEKEAVAEBPKEESDE0S049v9.0i015901000010090% vi LIST OF TA BLES wcccsssescesesssscscssareuvasccessseasceonmanmmnusenaauenvssnenansnaennnnesnessenenvuneeney x LIST OF FIGURES.csscsscsssssessnessstsasssnassnescsesesosscxcesmmmmmnsennunnanoennventeenmemnereee xi LIST OF ABBREVIATIONG.cscccscscsssccssccssscsscccssessesccenssensrssnssesssesscesonscees xii CHAPTER c5 << 5< 5< 5 S51 2955959 199518558506088506 1 1: INTRODUCTION.1 ------s- 555 ‡c‡eserererrrereteertrrieirrrrrrirrirrrse l Background to the S{UY.2 Statement of the problem. Aims and objectives of the Study .5 Scope ofthe study.6 Significance ofthe s(udy.7 Definitions Of key t€rTS.8 Organization ofthe theSiS.-------<ececeeeeerrrrrsrrrrtrertrrrrrrrrrrrrrrrrrrre § CHAPTER 2: LITERATURE REVIEW .2 Washback in language testing and assessmen( .2 The nature ofwashback.3 The correlation between test washback and language learning.3 a washback of the IELTS graduation requirements on English learning 2.4 The construct Of atfItUe.1 ]iefflfềểw øfHilHlflisssesnmsnsennneterneoettenetheetrornngrtonotseuasonuers 15 242 Thế cöormnpoiients 0Ÿ gHÌLUỔĐ sessaasoansgasesseinssosadinniosnnsstaigiostaiiti 16 2.5 Test preparation straf€8i€S.--Ă Ăn ng 0g 19 2„7 Cơnceptual ÍfàiftWOTK.8 Yên Hy HH A40 15p 26 Chapter summary.«««SĂeS 5c eĂSSS 1 S966665566656665656656088600866556 27 CHAPTER 3: METHODOLOOY.enninnseseeennneeeeeseensasnuseoyeeerormremrmmeereemmm===m=mmsli-iiuHEEE 27 3.3 c5 sen 110 1 t0 0n 00001000 28 Research sIfe.4 Sample and sampling prOC€dUur€S.2 — Semi-structured int€TVI€W. chen ng nh 32 3.6 Data collection prOCedur€S.7 Data analysis proC€dUT€S.8 _ Reliability and validify.----------e+sererereetererrrtrtrrtrtrrirrrrirrrriririrrerree 39 CHAPTER 4: RESULTS AND DISCUSSION.1 <5 + = S293 159139 1911 1 00 1 1 11 tr ng ng ên 40 Introduction.2 tr eereriree 40 Results of the study.1 Students' attitudes towards learning English for the IELTS test 40 4.2 Test preparation strategies adopted by these students in their language studies .1 Students’ attitudes towards learning English for the IELTS test 57 4.2 Test preparation strategies adopted by these students .--- Ăn ng ng 001 xe 60 1000.00 058 La) 0L Big r (C1 emaenmaeeegeonsggphuersontttpttngriottVEgSVASPIEVNG2UNGSVASEĐG5/0087000/2950NG71 6ï 5. 62 đai LẠTHHHÍGDW seasxeasstrennmadarrogtrtrrdttiattiarsiirgDtefthtiEOiU0DRitĐiAAOEAIOVEAESSEXRSSEHASS0080804 64 5.4 Recommendation for the further researCh.- ----«s« sssssseeexzsserx 64 REP ERENCES ceeeeeexereernedaernonnnsseenisnorevasiVGSTGICEELESIGDXERGGO009X2200T9160010.00/0E4 66 APPENDIX A: SURVEY QUESTIONNAIRE (ENGLISH VERSION).
73 APPENDIX B: SURVEY QUESTIONNAIRE (VIETNAMESE VERSION) ©eeeeeooooøesøeeoooeoeeoôeeoeoeeoeeeooeoeeeeeooooeoooooeoeeoeoeoeoeoeeeoeooeooeoôodoooeoeoeoooee©°eeoeeeoeoe°oôeeeeeoôoeẴeoeoôeeoooeoôoeoeoôoeoôeooøoeoeoeooeoooeeooeoeoee°e 77 APPENDIX C: INTERVIEW PROTOCOL (ENGLISH VERSION). 81 APPENDIX D: INTERVIEW PROTOCOL (VIETNAMESE VERSION) .83 APPENDIX E: THE INTERVIEW TRANSCRIPT. APPENDIX F: PLAGIARISM REPOIT.-----<-5 Chapter 1 2407 words Chapter 2 4695 words Chapter 3 3679 words Chapter 4 5112 words Chapter 5 1136 words Total 17029 words ix LIST OF TABLES Table 3.1 Demographic information of the participants Table 3.2 Mean scores for analyzing the quantitative data Table 3.3 Instruments of data collection and analysis to the research questions of the current study Table 3.4 Cronbach’s Alpha indexes of the questionnaire items in average 38 Table 4.1 The overall results of students’ attitudes towards learning 41 English for the IELTS test Table 4.2 Descriptive statistics of students’ attitudes towards learning 42 English for the IELTS test in term of cognitive attitudes Table 4.3 Descriptive statistics of students’ attitudes towards learning 45 English for the IELTS test in term of cognitive attitudes Table 4.4 Descriptive statistics of students’ attitudes towards learning 47 English for the IELTS test in term of affective attitudes Table 4.5 The overall results of test preparation strategies 50 Table 4.6 Descriptive statistics of test preparation strategies in term of 51 meta-cognitive strategies Table 4.7 Descriptive statistics of test preparation strategies in term of oe cognitive strategies Table 4.8 Descriptive statistics of test preparation strategies in term of 53 socio-affective strategies LIST OF FIGURES ABC model of attitudes ‘Conceptual framework of the study tì NO bội LIST OF ABBREVIATIONS ASL Arabic Second Language CEFR The Common European Framework of Reference for languages EFL English as a Foreign Language EGB English Graduation Benchmark GEP General English Program IELTS International English Language Testing System MOET Ministry of Education and Training SPSS Statistical Package for Social Sciences TOEFL Test of English as a Foreign Language TOEIC Test of English for International Communication VSTEP Vietnamese Standardized Test of English Proficiency xI CHAPTER 1: INTRODUCTION 1.1 Background to the study Since English is considered one of the most important international languages in the modern world, English language education has become a major priority in Vietnam (Bui Thi Ngoc Thuy & Nguyen Thi Mai Hoa, 2016). Ur (2012) holds the view that most learners need to master English as it helps to improve their future in the modern world like basic computer skills or literacy.
Hutchinson and Waters (1987) assume that English is the language of commerce and technology which is accepted internationally. For this reason, mastering English is significantly important for non-English majored students to broaden their knowledge in all aspects, thus finding a well-paid job in the era of industrialization and modernization in Vietnam. Moreover, English proficiency which is considered a significant requirement in both academic and work environment could help learners achieve higher success in their study as well as their profession. As the fact that learners possess different levels of English, it is essential to establish a system of national and international standards to evaluate learners’ English proficiency.
At present, there are various global standardized English testing exams such as IELTS, TOEIC, TOEFL, FCE, CAE, etc. Among these, IELTS has become the most popular standardized test in Vietnam, which is employed by many national and international institutions to judge the language ability in relation to recruitment or university graduation requirements. The number of IELTS test-takers is increasing in Vietnam every year (British Council). It has become a common trend for language learners to invest a significant amount of time and money in preparing and taking international proficiency tests to name the IELTS test.
Tests in general have been found to make a significant impact on course designs. Many educational administrators and policymakers regard tests as crucial for educational reforms (Cheng, 2005; Watanabe, 2004). While tests may have substantial influences on students’ attitudes and behaviors, they may concurrently affect stakeholders in many ways such as teaching contents and materials as well as teaching methodologies.