An Investigation Into High School Students'' Attitudes Towards Compulsory English Language Learning At A High School In Ho Chi Minh City Ma .Pdf

i VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE AN INVESTIGATION INTO HIGH SCHOOL STUDENTS’ ATTITUDES TOWARDS[.]

Background to the study

English has emerged as the dominant global language for international communication, playing a crucial role in business, finance, science, and international relations It is viewed as a symbol of success and social progress, leading many countries to include it as a mandatory subject in their education systems In Vietnam, the Ministry of Education and Training (MOET) recognizes English as essential for national development, making it a compulsory subject in public schools starting from the primary level over the past decade.

In recent decades, the attitudes of learners have gained significant attention in the field of language teaching and learning These attitudes encompass individuals' feelings towards their own language as well as the languages of others.

Learner attitudes play a crucial role in language learning success, as highlighted by various studies (Karahan, 2007; Starks & Paltridge, 1996) Positive attitudes towards learning significantly influence student behavior and performance, leading to improved teaching and learning outcomes (Kara, 2009) Conversely, negative attitudes can induce anxiety and result in poor academic achievement (Baker, 1992).

In 1985, it was concluded that attitudes play a significant, though indirect, role in second language acquisition, serving as a crucial component of motivation (Hummel, 2014).

In Vietnam, English is a mandatory subject for students across all grades in public schools Specifically, secondary school students must include English as one of the three required tests to gain admission to public high schools, and it is also a compulsory component of the national examination.

Grade 12 students, along with their peers in other grades, must learn English in school to graduate and secure a spot in higher education However, the English scores in the high school national examination have consistently been the lowest among all subjects (Tiếng Anh, 2020), indicating that the quality of English teaching and learning is falling short of expectations.

In the evolving landscape of language education, students are increasingly taking center stage, making their attitudes essential for enhancing the quality of learning outcomes Researching language learners' attitudes is crucial for language teachers, education researchers, and policymakers alike By understanding these attitudes, educators can refine their teaching methods, guide curriculum developers in creating relevant programs, and ultimately boost students' academic performance This study aims to investigate the attitudes of high school students in Ho Chi Minh City towards English as a mandatory subject.

Aims of the study

This study investigates high school students' attitudes towards compulsory English language learning (ELL) across grades 10, 11, and 12 Utilizing questionnaires to collect data, the research aims to identify differences in attitudes among these grade levels Additionally, in-depth interviews with selected participants were conducted to gain a deeper understanding of their perspectives.

Research questions

In order to achieve the aims of this study, two research questions were formulated as follows:

1 What are the attitudes of high school students towards compulsory English learning?

2 Is there any significant difference in students’ attitudes towards compulsory English learning among 10, 11, and 12 graders?

Significance of the study

The study is crucial as it explores students' attitudes, a key factor influencing the success of language teaching and learning Insights into these attitudes enable teachers to adapt their methods and motivate students effectively Additionally, the findings are valuable for curriculum developers and policymakers, helping them create a compulsory English curriculum that aligns with students' objectives and needs Ultimately, this research benefits educators in their teaching practices while also guiding the development of curricula that cater to students' requirements.

Scope of the study

This study focuses on students' attitudes towards compulsory English language learning at a single high school in Ho Chi Minh City, Vietnam The limited sample size and lack of random selection from multiple high schools may result in data that does not accurately represent the views of all high school students in Vietnam, thereby constraining the generalizability of the findings.

This study is constrained by a limited data collection period, which means it can only capture the attitudes of participants during the specific timeframe of the survey.

Organization of the thesis chapters

This thesis consists of five main chapters

Chapter 1 is the introduction of the study including the study’s background, aims of the study, research questions, significance of the study, scope of the study, and the organization of the thesis

Chapter 2 provides a critical review of the relevant literature on students’ attitudes and previous studies on these issues This chapter will be ended with a conceptual framework of the study generated from the previous literature and the current research context

Chapter 3 outlines the methodology of the study This chapter begins with the explanations of research context, research design and research instruments, and ends with how the data were collected and analyzed

Chapter 4 is designated to display the detailed statistical results of the study and presents some discussions of the results in the tendency of changing the situation into a better one

Chapter 5 shall draw a brief conclusion and also express some suggestions for teachers, parents who are in charge of educating their students or their children and also some recommendations for future research

Compulsory English language learning

The extensive adoption of English has profoundly impacted language policy and educational practices related to English instruction in Vietnam and other East Asian nations.

Since the 1986 economic reform known as "Doi Moi," English has become essential in Vietnam's political, economic, cultural, and social spheres Following this boom, English emerged as the primary foreign language taught in schools and was included in national examinations for secondary school graduation By 2008, the Ministry of Education and Training (MOET) made English a compulsory subject at both lower and upper secondary levels, and an elective at the primary level The launch of Project 2020 aimed to enhance English teaching from Grade 3 to Grade 12, emphasizing the importance of English proficiency for graduation Consequently, parents prioritize their children's English education, leading to a societal appreciation for the subject Compulsory English language learning (ELL) refers to the mandatory inclusion of English in the curriculum, governed by MOET regulations, including designated textbooks, lesson periods, and assessment tools.

6 scales also structured by the MOET (MOET, 2007) The term compulsory ELL which is occupied throughout this study will only concern this concept.

Attitudes in English language learning

This part reviews the literature on attitudes, aspects of attitudes, and the importance of attitudes in language teaching and learning

Attitudes in education and psychology, particularly in language learning, have been extensively defined Likert (1932) describes attitude as an inference based on a complex of beliefs about an object Ajzen (1988) characterizes it as a tendency to respond positively or negatively to various entities Baker (1992) views attitude as a hypothetical construct that explains the direction and persistence of human behavior Hogg and Vaughan (2005) define attitude as a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards significant social objects, groups, events, or symbols.

In language learning, attitudes play a crucial role, as highlighted by Starks and Paltridge (1996), who assert that one's attitude towards a language significantly influences the learning process Karahan (2007) emphasizes that positive language attitudes foster a favorable orientation towards learning English This connection between attitude and language acquisition is further supported by the research of Gardner and Lambert.

Research indicates that students' ability to master a second language is influenced not only by their mental competence and language skills but also by their attitudes and perceptions towards the target language Wenden's theory (1991) emphasizes that positive attitudes can enhance language learning and shape students' beliefs and behaviors regarding the language, its culture, and community, ultimately affecting their motivation to learn A study by Kiptui & Mbugua (2009) highlighted the detrimental impact of negative attitudes on students' performance in English in Kenyan schools Therefore, understanding learners' attitudes is essential for teachers and educators to effectively facilitate language acquisition.

2.2.2 The importance of attitudes in language learning

Attitude plays a crucial role in language learning and teaching, as highlighted by Gardner (1985), who emphasized that fluctuations in attitude can significantly impact learners' motivation In contrast, DeBot et al (2005) proposed that a combination of high motivation and a positive attitude is essential for achieving language learning goals.

In 2000, it was concluded that learners' positive attitudes towards the culture and speakers of a second language significantly enhance their language proficiency Brown emphasized that the impact of learners' attitudes is comparable to that of intelligence and innate ability.

Research indicates that learners' attitudes significantly influence their emotional engagement and affection towards language learning Choy and Troudi (2006) found that students' preferences for their learning environment are shaped by their attitudes, while their feelings about the culture and people associated with the target language can also impact these attitudes Additionally, positive attitudes have been linked to favorable behaviors in academic performance, as demonstrated by Kara (2009), who noted that such attitudes encourage active participation in courses Overall, these studies highlight the critical importance of fostering positive attitudes in language learning, guiding educators and researchers to focus on strategies that enhance learners' emotional connections to the language.

Baker (1992) introduced a three-element structure of attitude at the constituent level, which encompasses cognitive, affective, and behavioral components The cognitive aspect primarily pertains to the intellectual processes of language learners, including their beliefs, perceptions, thoughts, understanding, and opinions.

The affective aspect of attitude, often referred to as the emotional component, relates to the feelings and emotions individuals experience towards their environment, others, and nature This aspect plays a crucial role in effectively conveying feelings Additionally, the behavioral aspect, which is the most prominent, pertains to observable individual behaviors and reactions towards specific objects in various situations.

The ABC model, as described by McLeod (2009), includes three key components, with a particular focus on the cognitive component This component pertains to an individual's beliefs and knowledge regarding an attitude object, which, in the realm of language attitudes, reflects the beliefs language learners form about their learning experiences The cognitive attitude encompasses four stages: connecting existing schemata with new information, creating new knowledge, examining this knowledge, and applying it in various contexts For example, learners may perceive English as highly beneficial.

The affective component of attitude pertains to the emotions or feelings associated with learning, exemplified by a language learner expressing interest in English According to Feng & Chen (2009), the learning process is inherently emotional, shaped by various emotional factors Both teachers and learners engage in emotional activities during this process, which ultimately lead to positive emotional outcomes.

The behavioral component refers to how attitudes influence actions and behaviors (Feng & Chen, 2009) For instance, a person may choose to learn English because of a favorable attitude towards the language This suggests that beliefs and feelings are interconnected with attitudes, which subsequently shape behaviors.

Previous studies on learners’ attitudes toward ELL

Research on students' attitudes toward learning foreign languages, particularly English, has gained significant attention Benson (1991) studied the attitudes and motivation of 300 Japanese freshmen, correlating these factors with their self-assessed English skills The findings indicated that students exposed to English often rated their skills lower, particularly in understanding and speaking, compared to reading and writing Notably, the study highlighted that personal and integrative motivations were the primary reasons for students' desire to learn English.

A research paper titled “EFL students’ attitudes towards learning English: The case of Libyan secondary school students” by Abidin et al (2012) explored the attitudes of 180 Libyan secondary school students towards English learning, revealing significant differences based on demographic factors such as gender, field, and year of study The findings indicated that female students exhibited more positive attitudes towards learning English compared to their male counterparts The authors attributed this trend to various English teaching strategies and classroom activities Additionally, they identified two key factors influencing students’ attitudes: the curriculum content and the nature of specializations This study effectively highlights the importance of examining students’ attitudes in the context of English language learning.

This article explores the behavioral, cognitive, and emotional aspects that significantly influence students' attitudes toward learning English However, it notes that the relationship between these attitudes and students' learning competence has not been investigated in this study.

Wati (2018) explored the language attitudes of undergraduates at Muhammadiyah University in Surakarta by examining the behavioral, cognitive, and affective aspects of attitudes The research revealed significant differences in language attitudes between male and female students, as well as variations based on the duration of their English learning experience.

A study by Al-Zahrani (2008) examined Saudi students' attitudes toward learning English, revealing that students across three different grades exhibited similar attitudes This research aligns with findings from Nahavandi and Mukunda.

A study conducted in 2013 examined the motivational orientations and attitudes of EFL engineering students towards English, English-speaking individuals, and their Iranian culture The findings revealed that respondents generally had positive attitudes towards the English language and English-speaking communities Notably, female respondents exhibited higher mean scores in their attitudes toward English compared to their male counterparts However, the research by Nahavandi and Mukunda (2013) indicated that there was no significant difference between the attitudes of females and males towards English-speaking people.

Recent research highlights the differing attitudes of male and female students towards English learning A study conducted by Abu-Snoubar in 2017, which involved 176 students from science and humanities faculties, revealed significant differences in these attitudes Furthermore, the research concluded that the academic field did not influence students' attitudes.

A study by Al-Bustan & Al-Bustan (2009) involving 787 students revealed significant differences in attitudes toward learning English based on gender The research found that female students exhibited more negative attitudes, which were linked to their unfavorable experiences with high school teachers These negative experiences stemmed from perceptions of the teachers' inadequate language skills and a lack of effective teaching methods.

The study revealed that female students exhibited a reluctance toward English language learning, which was not observed in their male counterparts This negative attitude stemmed from the disparities between English education in high school and university, as well as the limited use of English in their major courses.

Research on the relationship between attitudes toward language learning and language performance has produced mixed results Fakeye (2010) found that students exhibited an average positive attitude toward learning English, based on an attitude questionnaire and academic ability test conducted with 400 senior secondary students from five schools The study indicated a positive correlation between attitudes and English language achievement, as well as between English language achievement and academic ability; however, this relationship was not deemed significant In contrast, Bidin et al (2009) reported a strong connection between students' motivation, attitudes, and their performance in English.

In his work, Bidin et al (2009) concluded that higher achievers held better attitudes toward learning English than the low achievers

Numerous studies have examined people's attitudes towards different languages and language learning, revealing that students' attitudes are influenced by various factors and contexts (Abidin, Pour-Mohammadi, & Alzwari, 2012; Alhmali, 2007; Baker, 1992; Gardner & Lambert, 1972; Gardner, 1985; Padwick, 2010; Rukh, 2014; Yu, 2010) These studies highlight the diversity of attitudes among students, which can be shaped by their identity, gender, age, exposure to English, interest, learning background, and parental influences Additionally, some research focuses on specific contexts of English learning and how these attitudes impact students' learning performance and perceptions.

Twelve variables, such as intelligence, age, sex, interests, and aptitudes, significantly influence the diverse attitudes of individuals Students' attitudes play a vital role in language acquisition and exhibit considerable individual differences Therefore, when examining the impact of attitudes on second language (L2) acquisition, it is essential to consider the effects of other personal variables to ensure the generalizability of students' attitudes as a dependent variable.

This study focuses on the impact of students' grades as a personal variable while examining their attitudes towards compulsory English Language Learning (ELL), intentionally excluding other factors Grades serve as a key metric for administrators to categorize students By high school, students have developed a clear understanding of their future aspirations, leading them to identify their preferred subjects and cultivate positive attitudes to excel in those areas Consequently, it is anticipated that students in the 10th, 11th, and 12th grades will express significantly different attitudes towards ELL based on their academic performance.

Research on students' attitudes toward learning English reveals a mix of perspectives, yet studies specifically addressing the national English curriculum in Vietnam are limited Furthermore, there is a scarcity of comparative studies examining students' attitudes across different research sites This highlights the necessity for a study focused on investigating and comparing high school students' attitudes toward compulsory English language learning.

Conceptual framework of the study

This study is guided by the three aspects of attitudes: cognitive, emotional, and behavioral (Baker, 1992) A questionnaire for students serves as the primary research instrument to assess their attitudes toward compulsory English language teaching The questionnaire items are organized into three sections corresponding to these attitude aspects Additionally, interviews with teachers and students act as secondary tools to deepen the understanding of students' attitudes and provide further explanations and clarifications.

13 for students’ responses from the questionnaires The framework below (Figure 1) will illustrate the thread between the three aspects of attitudes and how learners’ attitudes were explored in this study

Fig.1 Conceptual framework of the study

Research site

The research was conducted online using Google Forms with students from Vo Van Kiet High School in Ho Chi Minh City during the Covid-19 pandemic.

Due to the 19 pandemic, conducting an online survey was more practical than a direct one, as all students were engaged in online learning Google Forms was selected for its user-friendly and cost-free features, making it ideal for data presentation and analysis The survey targeted all students at Vo Van Kiet High School, utilizing convenient sampling since the researcher had direct access to deliver the survey to the entire student body.

Vo Van Kiet High School (VVKHS) is a public institution situated along a riverbank in District 8 of Ho Chi Minh City Each year, it admits students based on entrance exam scores averaging around 26 out of 50, as determined by the Ho Chi Minh City MOET This modest admission criterion reflects the school's focus on students with average academic performance, and it is common for students here to lack exceptional talents in specific subjects Additionally, the majority of VVKHS students come from low to middle-income families, which limits their access to high-quality English language education As such, VVKHS serves as a representative example of a typical high school in Ho Chi Minh City.

Sampling and research participants

The researcher conducted a random sampling procedure by selecting 5 classes from each grade (10, 11, and 12) at VVKHS, resulting in a total of 15 classes chosen from the 41 available All students in these selected classes participated in the study.

15 chosen classes were received the link to access the Google Forms online survey and asked to participate in the study voluntarily

The study garnered a total of 571 responses from 630 students, resulting in a commendable response rate of 90.6%, as participation in the survey was voluntary The distribution of participants among the 10th, 11th, and 12th grades was relatively balanced, with 197, 189, and 185 respondents, respectively The higher number of 10th graders participating can be attributed to the larger average class sizes compared to the 11th and 12th grades A detailed description of the students involved in the study is presented in Table 1.

Table 1 Description of student participants

The researchers conducted interviews with three English teachers at VVK High School to gain insights into how high school students perceive compulsory English language education from various perspectives, in addition to student participation.

Research design

Quantitative and qualitative research methods are essential in educational studies The quantitative method, as described by Brown and Rodgers (2002), focuses on data that can be quantified into statistics, often utilizing closed-ended questionnaires as a primary research tool In contrast, qualitative research emphasizes data collection through non-numeric techniques, employing open-ended questionnaires, interviews, and observations as its key instruments Both research methods demonstrate their unique strengths and applications in the field.

Both qualitative and quantitative research methods have their drawbacks Qualitative methods yield detailed responses but are time-consuming to collect and analyze, making comparisons challenging (Lynch, 1992, as cited in Brown and Rodgers, 2002) In contrast, while quantitative data are generally easier to gather and analyze, they often lack the depth and detail found in qualitative responses, raising concerns about their comprehensiveness (Alderson & Scott, 1992, as cited in Brown and Rodgers, 2002).

This study utilized a survey design combined with a mixed-method data collection approach to optimize both quantitative and qualitative data, enhancing the reliability of the findings According to Creswell & Plano Clark (2011), mixed-method research involves the integration of quantitative and qualitative techniques within a single study to effectively address a research problem.

This study employed a survey research design to gather data on the attitudes, opinions, behaviors, and characteristics of a population, as outlined by Creswell (2011) Quantitative data were obtained through questionnaires distributed to students, serving as primary data, while qualitative data were collected from interviews with selected students, providing supplementary insights.

Research instruments

This section outlines the three research instruments utilized in the study: student questionnaires, student interviews, and teacher interviews To facilitate clear communication between the researcher and participants, all instruments were initially drafted in English and subsequently translated into Vietnamese.

17 being delivered In addition, the language dominating the interviews sessions were also Vietnamese according to the interviewees’ demand

To gather quantitative data on high school students’ attitudes toward compulsory English language learning, the questionnaires were delivered to all students in selected classes at VVK high school

Questionnaires are the most commonly used research tool for gathering data on difficult-to-observe phenomena like attitudes, opinions, and self-perceptions (Cohen et al., 2007) Maintaining participant anonymity encourages honesty in responses Additionally, questionnaires are more economical and efficient to distribute compared to interviews (Cohen et al., 2007) The uniformity and accuracy of data collected from questionnaires are enhanced, as all subjects receive the same questions simultaneously (Seliger and Shohamy, 1990).

While questionnaires are versatile research tools, they have notable shortcomings One major issue is the reliability of responses, as participants often complete them hastily (Cohen et al., 2007) Additionally, low return rates raise concerns about the reasons behind non-responses and can affect the validity of the findings (Seliger and Shohamy, 1990) Furthermore, individuals with limited literacy may struggle to understand and accurately answer the questionnaire items, compromising the quality of the data collected.

Despite the drawbacks of questionnaires mentioned earlier, using this research tool remains a viable choice due to its strengths and suitability for the study The research has effectively mitigated its disadvantages while exploring high school students' attitudes towards compulsory English language learning within a limited timeframe during the Covid pandemic.

Questionnaires are a superior research instrument compared to others, primarily due to their standardized questions, which facilitate easier analysis Delivered through Google Forms, these questionnaires allowed students ample time to reflect on their responses The anonymity of the surveys encouraged honest answers, as participants were not required to disclose personal information Additionally, the questionnaires were written in Vietnamese and pre-tested, ensuring clarity and comprehension among participants Overall, utilizing questionnaires is an effective method for exploring students' attitudes towards compulsory English language learning.

The researcher opted for highly structured questionnaires to gather data in the form of numbers, rankings, or checks, prioritizing their efficiency and accuracy over open-ended formats (Seliger and Shohamy, 1990) Additionally, Oppenheim (1992, as cited in Cohen et al.) supports this choice.

Structured questionnaires facilitate comparisons across different student groups, which is essential for this study examining attitudes towards compulsory English language learning among 10th, 11th, and 12th graders The research adapted items from Gardner's (2004) Attitude/Motivation Test Battery (AMTB), known for its effectiveness, reliability, and validity in language learning contexts Utilizing a Likert scale, the AMTB measures perceptions, attitudes, and values, allowing students to express their agreement with statements on a 5-point scale ranging from "strongly agree" to "strongly disagree."

The questionnaire consists of three key sections: cognitive, behavioral, and emotional aspects, totaling 18 items, which are detailed in Appendix A The development of these items was informed by a thorough literature review and adaptations from the AMTB, with necessary modifications made to align with the study's objectives.

Section 1 carrying 6 items aimed to investigate the cognitive aspect of high school students’ attitudes toward English language learning The focal point of this section was to ask students whether they think learning English is important for the future Section 2 consisting of 5 items explored the emotional aspect of high school students’ attitudes toward English language learning Students were asked how they feel while learning English at school and when they use English

The last section of the questionnaire contains 7 questions about the behavioral aspect of students’ attitudes This section was aimed at investigating students’ behaviors in learning and using language

The 18-item questionnaire presented above is expected to elicit attitudes toward compulsory language learning of students in a high school in order to provide answers to the research questions

The researcher analyzed questionnaire data to explore students' attitudes toward compulsory English Language Learning (ELL) and subsequently invited several students to participate in online interviews for a deeper understanding.

Following the analysis of students' responses to the questionnaire, the researcher conducted individual online interviews with 5 randomly selected students from each grade This research method aimed to gain a deeper understanding of students' attitudes towards compulsory English language teaching and learning.

During the interviews, students were prompted to elaborate on their questionnaire responses For instance, if a student expressed strong disagreement with the statement about feeling excited when studying English at school, they were asked to explain their reasoning Furthermore, students were encouraged to share their personal experiences related to the subject.

20 views on English language teaching and learning at their formal schools Each interview lasted about 15 minutes

In order to look at the matter of how high school students perceive English language teaching from different perspectives, the researcher invited 3 high-school teachers into a focus-group interview

In an interview, invited teachers and the researcher discussed their experiences and observations regarding students' attitudes toward English language teaching in schools, focusing specifically on students' behavior during English classes.

The researcher highlighted key findings from student questionnaires and interviews, revealing that many students study English primarily to pass exams The interview lasted 45 minutes, and Table 2 summarizes the research instruments used in the study.

Table 2 Research instruments used in the study

Sent online questionnaire to high school students of all grades, received 571 responses

Explore students’ attitudes toward compulsory English language teaching

Five random students from each grade were invited to individual online interview

Have a closer look into the matter, and seek explanation and clarification of students’ answers in the questionnaire 3.Teachers’ interview

The researcher had a focus- group interview with 3 high school teachers of English

Further investigate the matter by looking at it from a different perspective

Data collection procedure and data analysis scheme

This part summarizes the procedure of how the data were collected through the three research instruments (students’ questionnaire, students’ interview, and teachers’ interview), and how collected data were analyzed

A pilot test was conducted using questionnaires among a randomly selected class from the target groups, yielding unbiased and easily understandable results for all participating students.

After thorough piloting and adjustments, the questionnaire was finalized for field deployment In response to the Covid-19 pandemic, public schools in Ho Chi Minh transitioned to online classes, prompting the distribution of the questionnaire to students at VVK High School through Google Forms Students were allotted three days to complete the questionnaire, and the collected data was exported from Google Forms into an Excel file (.xls) for analysis.

The collected data will be refined to eliminate unqualified responses By utilizing reversed items, the researcher can identify and discard suspicious answers, such as when a student consistently selects the same extreme value, like 1 or 5, for all questions.

The next step involves compiling and analyzing data using Microsoft Excel, which offers essential functions for calculating the mean, mode, and standard deviation of students' questionnaire responses Consequently, the researcher opted not to use the SPSS application With the data imported from Google Forms, the research employed Excel formulas such as MEAN, MODE.MULT, and STDEV.S to effectively compute the mean, mode, and standard deviation.

Having received and analyzed the students’ responses from the questionnaire, the researcher started to conduct students’ interview by inviting 5 random students from each grade to individual online interviews

The researcher recorded and transcribed all student interviews using Google Sounds for later analysis The transcripts were then coded into segments based on the questionnaire items.

22 students were asked to explain) and three main themes according to the three aspects of attitudes (cognitive, emotional, and behavioral ones)

After conducting a questionnaire and interviews with students, the researcher held a 45-minute focus-group interview with three English teachers at VVK High School The teachers' responses were recorded and transcribed using the Google Sounds application The transcripts were then analyzed and coded, leading to the identification of three main themes related to cognitive, emotional, and behavioral aspects of attitudes.

Chapter summary

A study was carried out at Vo Van Kiet High School in Ho Chi Minh City, involving 571 students across all high school grades and three English teachers from the institution.

To investigate students' attitudes toward compulsory English language teaching, the researcher employed three research tools: a student questionnaire, student interviews, and a teacher interview The questionnaire was distributed online through Google Forms, with data analyzed using Excel Additionally, the interviews provided deeper insights into the perspectives of students at VVKHS regarding mandatory English instruction.

Results from the students’ questionnaire

This part presents the questionnaire’s results of students of all grades and compares the results of questionnaire given to 10 th , 11 th , and 12 th graders

The researcher obtained 571 responses from a Google Forms questionnaire, achieving a satisfactory response rate of 90.6%, as participation was voluntary After exporting the data to an Excel file, the researcher manually eliminated ambiguous and suspicious responses, such as those where a student rated all items as 5 (strongly agree).

In total, there were 19 eliminated students’ questionnaires, and the total numbers of accepted responses were 552, making the final response rate 87.6% The number of

The survey included a balanced number of participants from 10th, 11th, and 12th grades, with 189, 184, and 179 respondents, respectively The higher response rate from 10th graders can be attributed to the larger average class sizes compared to the smaller classes in the 11th and 12th grades.

The students’ attitudes toward the compulsory English language teaching was evaluated by the mean of 18 items of questionnaire In which each statement was

The study utilized a 5-point Likert scale to evaluate student attitudes, with a score of 5 representing strong agreement and a score of 1 indicating strong disagreement The average value distribution of the observed variables revealed the following attitudes: scores from 1 to 1.8 were categorized as very negative, scores from 1.8 to nearly 2.6 as negative, scores from 2.6 to nearly 3.4 as neutral, scores from 3.4 to 4.2 as positive, and scores from 4.2 to 5 as very positive.

The research employed Excel formulas such as MEAN, MODE.MULT, and STDEV.S to analyze the students' responses, calculating the mean, mode, and standard deviation The descriptive statistics for the 18 questionnaire items are summarized in Table 3.

Table 3 Descriptive data from the students’ questionnaire

Statistical data reveals that students at VVK High School exhibit a positive attitude towards compulsory English language learning, with an average mean score of 3.70, falling within the positive range of 3.6 to 4.2 The mode for these items is predominantly 4 or 5 Notably, items 10 and 5 received high mean scores of 4.38 and 4.27, respectively, highlighting students' recognition of the importance of English for their future success.

Items 7, 12, and 14 received notably low mean scores, with item 12 reflecting that few students dedicate their free time to studying English at home Similarly, item 14 indicates that students struggle to concentrate on learning English.

Some items indicate that students have either positive or negative attitudes toward compulsory learning English For example, the frequencies of answers in items 6 and

The data shows a high dispersion around the mean, with a standard deviation ranging from 1.7 to 2.0, indicating that students provided a variety of mixed responses to the questionnaire.

In overall, students in VVK high school have positive attitudes toward compulsory English language learning In other words, students believe that English is

9 3.31 3.25 3.26 3.27 18 3.56 3.54 3.52 3.54 important and will be useful for their future Students’ responses in some items require further explanations and clarifications

4.1.2 Attitudes of 10 th , 11 th , and 12 th graders

The differences in attitudes among 10 th , 11 th , and 12 th graders is shown in Table 4

Table 4 Average mean scores of 10 th , 11 th , and 12 th graders per item

Table 4 indicates that the 10th, 11th, and 12th responses are largely consistent, as their mean scores for the items are nearly identical However, significant differences are observed in Items 2, 6, 12, 14, and 16.

In item 2, students' acknowledgment of their knowledge gained from studying English decreases as they progress to higher grades, indicating a need for further exploration of this trend In item 6, students rated the importance of English in their lives, with higher scores reflecting a negative attitude towards its significance Notably, 12th graders had a mean score of 2.86, which is lower than the scores of 10th and 11th graders (3.02 and 3.05, respectively), suggesting that 12th graders recognize the importance of learning English more than their younger peers.

Item 12 indicates that less 12 th graders spend their free time studying English at home that 10 th and 11 th graders Likewise, item 14 shows that 12 th graders pay less attention to studying English at school The facts that 12 th graders spend less free time studying English and they do not pay much attention in English lessons require further investigation and discussion

A notable difference in attitudes towards English homework is observed among 10th, 11th, and 12th graders, particularly in item 16 of the survey According to Table 4, 10th graders show the least tendency to procrastinate on their English assignments, indicating that they are more diligent compared to their 11th and 12th grade counterparts, who tend to delay their homework more frequently.

In summary, attitudes towards compulsory English language learning vary significantly among 10th, 11th, and 12th graders Notably, as students progress to higher grades, they increasingly recognize the importance of learning English However, despite this awareness, 12th graders tend to dedicate less time and focus to studying the compulsory English subject.

Findings from the students’ interview

After analyzing the students' questionnaire responses, the researcher conducted online interviews with five randomly selected students from each grade to gain deeper insights into their answers.

Many students express skepticism about the effectiveness of their English education in school A 12th-grade interviewee noted that he felt he did not acquire significant English knowledge, as his classes focused primarily on grammar and vocabulary, leaving him unable to apply what he learned Similarly, an 11th-grade student echoed this sentiment, stating that the material taught in school was not relevant to her real-life experiences.

Item 6 raises the question of whether knowing English is a significant goal for students An 11th grader firmly disagreed, emphasizing the importance of English in today's world and its potential benefits for her future Conversely, another 11th grader supported the statement, presenting a differing viewpoint.

“not everything needs English, for example, my brother is a policeman and his English is very bad”

In item 8, despite the high mean score of 3.6 and the mode of 5, a few students strongly disagreed that they felt excited when communicating in English with others

A 10 th grader and a 12 th graders explained they did not feel excited because they were not confident with their English skills

Further investigation is required regarding the anxiety experienced by many students when answering questions in English class One student expressed, "My English speaking is really bad, so I’m afraid to speak," highlighting a fear of speaking In contrast, another student, who felt neutral about this concern, noted that his nervousness only arose when faced with difficult questions.

A significant number of students across various grades acknowledged that they studied English primarily to pass their school exams When four students who agreed with this statement were asked to elaborate, two expressed that they found the English curriculum unhelpful and not applicable to real-life situations, as they struggled to speak English or understand English music based on what they learned in high school Another student, who felt neutral about the subject, mentioned that his poor English grade necessitated studying for exams Lastly, a grade 12 student indicated that her focus was on preparing for university entrance exams, which did not include English, leading her to prioritize other subjects over English studies.

Item 12 which asks students if their free time studying English at home receive some negative responses A 11 th grader who disagree this statement said that she did not spend much free time studying English as she was heavily-burdened with other subjects

Many students feel that their English classes do not translate into real-life application A 12th grader expressed frustration, stating, “I’ve been studying English for 9 years from primary school, but I still cannot speak English well.” Similarly, an 11th grader highlighted that while teachers provide vocabulary lists, they often lack clear explanations and examples, leaving students unsure of how to use the words correctly.

Two students shared their reasons for postponing item 16 on their to-do list One student admitted, "I do not like studying English, so I prioritize English homework last." The other student echoed similar sentiments, highlighting their reluctance to tackle the subject.

29 did not like doing English homework because it was quite easy and full of grammar exercises; therefore he felt bored doing English homework

To further explain students’ responses from the questionnaire and interviews, the researcher conducted a focus-group interview with 3 high school teachers of English after completing all the students’ interview.

Findings from the teachers’ interview

A 45-minute discussion was conducted between the researcher and three English teachers at VVK High School to observe students' attitudes toward compulsory English language teaching This discussion addressed issues identified in the students' questionnaires and interviews The findings revealed significant insights into high school students' attitudes following the interviews.

4.3.1 Teachers’ observations on students’ behavioral attitudes

In the first section of the interview, the three teachers shared their experiences on students’ attitudes and behaviors while learning English

Teachers with over a decade of experience report that while students pay attention in class, they often lack active participation and are hesitant to speak English or share their opinions One teacher suggested incentivizing participation with bonus points to encourage engagement, noting that some students are enthusiastic about studying English both in and out of the classroom Another teacher highlighted a concerning trend of students being unmotivated, stating that they tend to avoid homework and struggle with new exercises, only performing well on familiar tasks.

4.3.2 Teachers’ discussion on students’ responses

The second part of the interview was dedicated to a discussion on the issues found in the students’ questionnaire and students’ interview

The first item to be discussed was item 2 in which many students reported that they did not have more knowledge when studying English in class The youngest

According to Teacher T2, students may lack interest in the curriculum content Meanwhile, two other teachers emphasized that their lessons primarily concentrate on vocabulary and grammar necessary for exams, leaving insufficient time for additional activities like elaboration, providing examples, and practice exercises.

The discussion among the researcher and teachers focused on students' reported anxiety during English classes, particularly regarding item 8 Teacher 1 (T1) noted that she did not experience this issue, as she consistently encouraged her students to participate In contrast, the other two teachers acknowledged that they occasionally observed their students feeling anxious when faced with challenging questions.

Many students reported that they only studied English to pass exams, dedicating little of their free time to the subject Teacher 2 noted that these students either disliked English or failed to recognize its significance for their future Teacher 3 added that while students might acknowledge the importance of learning English, they often found the textbook lessons unengaging Teacher 1 pointed out that high school students today face a heavy workload across all subjects, which contributes to their limited time for studying English and their focus on exam preparation.

Students expressed difficulty in applying the knowledge gained from English classes to real-life situations The three teachers acknowledged this issue, attributing it to a curriculum that is primarily exam-driven, emphasizing grammar and reading As a result, teachers lack sufficient time to develop engaging and practical activities that would allow students to utilize their learning effectively.

Chapter summary

This chapter provides the results and the findings of the study, and discussing the findings by describing, analyzing and interpret the data

After receiving students’ responses from Google Forms, the researcher filtered, and analyzed the data Generally, students have positive attitudes towards the

31 compulsory English language teaching A few students gave mixed and negative feedback to some of the questions

Significant differences in attitudes towards compulsory English language learning are observed among 10th, 11th, and 12th graders Notably, students in higher grades demonstrate a greater understanding of the importance of learning English.

In this chapter, the researcher also further investigated and explained some issues regarding students’ responses by having students’ interviews and a teacher’s focus- group interview

Summary of the study

Learner attitudes in English language teaching and learning have gained significant attention in recent decades, as they are crucial for language acquisition success (Karahan, 2007; Starks & Paltridge, 1996) Research indicates that students' attitudes directly impact their behaviors and performance By understanding these attitudes, language teachers can enhance their instructional methods, curriculum developers can create programs that align with students' goals, and overall academic achievement can be improved Thus, investigating the attitudes of language learners is essential.

In Vietnam, English is a mandatory subject for students across all grades, with high school students facing compulsory English exams for graduation and admission to higher education Despite this requirement, the quality of English teaching and learning has fallen short, as evidenced by consistently low scores in the high school national examination To tackle this challenge, a study was conducted to explore high school students' attitudes towards compulsory English language learning.

To achieve the research objectives, a study was conducted at Vo Van Kiet High School in Ho Chi Minh City, involving 630 students and three English teachers The research utilized a survey design and incorporated three instruments: a student questionnaire, student interviews, and teacher interviews The student questionnaire, the first tool, consists of eighteen items organized into three sections.

The study examines 33 aspects of attitudes, categorized into cognitive, affective, and behavioral dimensions To gain deeper insights into students' attitudes towards compulsory language learning, interviews were conducted with fifteen selected students to clarify their questionnaire responses Additionally, teachers were interviewed to provide a different perspective on students' attitudes, enriching the overall understanding of the subject.

The research successfully addressed the two primary questions by analyzing data collected from three research inquiries and contextualizing the findings within existing literature.

To the first research question: What are the attitudes of high school students towards compulsory English learning?

Students at VVK High School generally exhibit positive attitudes toward compulsory English language learning, with an average mean score of 3.7, which falls within the low positive range of 3.6 to 4.2 Notably, items 10 and 5 received the highest mean scores of 4.38 and 4.27, respectively, reflecting students' recognition of the future benefits of learning English However, some questionnaire items reveal mixed attitudes; for instance, item 12 recorded the lowest mean score, suggesting that few students are inclined to study English during their free time at home.

Interviews with students and teachers revealed significant insights into students' attitudes toward compulsory English language learning Many students confessed that they only study English to pass exams, as they perceive little relevance of their lessons to real-life situations Additionally, a notable number of students found English classes uninteresting Furthermore, students frequently experienced anxiety when using English in class due to a fear of making mistakes.

To the second research question: Is there any significant difference in students’ attitudes towards compulsory English learning among 10, 11, and 12 graders?

Research indicates that students in higher grades (10th, 11th, and 12th) exhibit increasingly positive attitudes toward compulsory English language learning This trend is particularly evident among 12th graders, who recognize the significance of English due to its requirement in the high school national examination However, despite this awareness, 12th-grade students tend to allocate less time and focus to studying English compared to their lower-grade counterparts.

Contributions of the study

This study has made certain contributions to the current literature regarding learners’ attitudes towards language learning in general, and to learners’ attitudes towards compulsory English language learning in particular

This study emphasizes the significance of learners' attitudes in English language teaching and learning, identifying it as a crucial factor for successful language acquisition It calls on language educators to engage in further research focused on understanding learners' attitudes.

The study offers valuable insights into high school students' attitudes towards compulsory English language learning, examining perspectives from both students and their teachers By understanding these attitudes, teachers can tailor their teaching methods, activities, and assessments to improve educational outcomes Additionally, the feedback from students, particularly the negative responses, will guide teachers in finding effective strategies to motivate and encourage students, ultimately enhancing the quality of teaching.

This study makes significant methodological contributions to the existing literature, as its findings can serve as a scientific and empirical foundation for future research Additionally, it offers three valuable research instruments: a students' questionnaire, students' interviews, and teachers' interviews.

35 adapted from related literature and designed by the researcher The usage of the three research instruments was also clearly presented in the third chapter of the study

The study provides valuable insights for English language teachers, curriculum developers, and policymakers, aiding in the enhancement of the national teaching curriculum The findings regarding students' attitudes towards compulsory English language learning (ELL) are particularly beneficial, as they can guide the creation of a national curriculum that aligns with students' objectives and needs.

Limitations of the study

This study successfully explores learners' attitudes toward compulsory English language teaching, but it is important to recognize its limitations This section will present and discuss these drawbacks.

This study was conducted exclusively at Vo Van Kiet High School, limiting the generalizability of its findings to a broader context of high schools Additionally, the number of participants, particularly English teachers, was restricted, which further constrains the applicability of the results.

The study examined students' attitudes towards compulsory English language teaching but did not delve into their opinions on specific teaching elements, including teachers' techniques, classroom activities, assignments, and textbooks.

The research instruments were impacted by the Covid-19 pandemic, leading to several challenges in the data collection process The researcher was unable to track the time students spent on the questionnaire and faced difficulties in contacting selected students for interviews Additionally, the online format of the interviews with students and teachers limited interactions, making it hard to convey non-verbal expressions.

Due to time constraints in data collection, this study only captured participants' attitudes during a specific period, failing to account for any changes over time, as attitudes are inherently dynamic (Baker, 1992) Consequently, similar studies examining students' attitudes may produce varying results.

Recommendations for further studies

The study provided a number of important findings that could serve as scientific and empirical ground and directions for further research in the future

The study was limited to Vo Van Kiet high school, highlighting the need for future research to include a broader population by selecting multiple high schools within a district or across different districts to enhance the generalizability of the findings Additionally, it is recommended to explore student attitudes in various educational stages, including primary, secondary, and higher education.

Future research should focus on learners' attitudes towards specific aspects of English language teaching, such as teaching techniques, assessment, and textbooks, to gain deeper insights into students' perspectives on language learning Addressing English language teaching in a targeted manner is more feasible and likely to yield significant findings While several studies have examined high school students' attitudes towards various facets of English teaching, there is a notable lack of research in the Asian context, particularly within the Vietnamese educational system Therefore, English language teachers, especially in public schools, are encouraged to conduct more studies on their students' attitudes towards English learning Despite students' generally positive attitudes, public English teaching has not met expectations, prompting the need to explore the questions of "Why?" and "How?" Teachers have the unique opportunity to influence many students and should focus on innovative and effective teaching methods, including adapting materials, varying activities, and balancing instructional approaches.

Implementing a structured 37 work-rest hours alongside targeted homework can enhance students' attitudes towards English learning in schools Additionally, effective classroom management and assessment tools are often overlooked yet crucial for successful teaching and learning In Vietnam, large classroom sizes are common, and the assessment methods have remained stagnant for decades It is essential for teachers to take immediate action to revitalize English teaching in public schools, transforming it from a mandatory subject into a preferred choice This approach will enable language teachers to adapt their practices and effectively convey knowledge to their students.

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This article seeks to gauge your opinions on the necessity of learning English in high school Please indicate your level of agreement with the statements provided There are no correct or incorrect responses; simply respond as truthfully as you can.

Please read the statements below carefully and tick the appropriate choices that reflect your attitudes towards compulsory English language learning Use the scale below to answer the questionnaire items

1= Strongly Disagree 2= Disagree 3= Neutral 4= Agree 5= Strongly Agree Note: Tick () only one option for each item in the questionnaire;

1 I like studying English because it is an international language

2 I have more knowledge when studying English at school

3 Studying English at school helps me communicate in English

4 If English was not taught in Vietnam, it would be a great loss

5 I like studying English because it will be useful for my future career

6 Knowing English is not really an important goal in my life

7 I feel proud when studying English language

8 I feel excited when I communicate in English with others

9 I get anxious when I have to answer a question in my English class

10 I wish I could speak English fluently

11 Frankly, I study English just to pass the exams

12 I spend my free time studying English at home

13 I hate to give opinions during English classes

14 I am able to make myself pay attention while studying English

15 I cannot apply the knowledge from English subject in my real life

16 I put off my English homework as much as possible

17 I look forward to going to English classes

18 I like listening to music and watching movies in

Question 1 : Do you think that learning English is important to you, and why or why not ?

Follow-up questions for Question 1:

Example : In your replies in the questionnaire, you said English was not useful for your future career, could you please explain this?

Question 2: How do you feel in English classes at VVK high school ?

Follow-up questions for Question 2

Example : In your replies in the questionnaire, you did not like giving opinion in English classes, why is that ?

Question 3: In what ways can you apply what you study in English classes at school to your real life ?

Follow-up questions for Question 3:

Example : Do you often listen to music, read books, or watch movies in English ?

Question 1: Could you please describe students’ attitudes while learning in your

English classes at VVK high school?

1.1 Do your students like giving opinions in English classes?

1.2 Are your students confident when speaking in English in class?

1.3 Do your students pay attention in English classes?

1.4 How do you encourage your students to actively involved in classroom activities in English classes?

Question 2: In a questionnaire I have conducted recently, some students said they studied English just to pass exams, what do you think are the causes of this problem?

Question 3: Many students reported that they could not apply what they study in

English classes into real life, why is that?

Follow-up question: In what ways, can you help students apply the knowledge they acquire in English classes into real life?