MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES NGUYEN HONG THAO MY THE CEFR – C1 LEVEL AS STANDARD-BASED LEARNING OUTCOME: HUE UNIVERSITY COLLEGE OF FOREIGN LANG
INTRODUCTION
Presentation
This chapter outlines the study's background, articulates the problem statement, and defines the research objectives and questions Additionally, it highlights the significance of the study and provides an overview of the structure of subsequent chapters.
Background to the Study
The exploration of learners' learning strategies and outcomes has garnered significant attention from English educators and teachers Early research by O’Malley and Chamot (1985) focused on the application of learning strategies among EFL students, examining various aspects such as definitions, classifications, and the influence of learner characteristics and culture on strategy use Their investigation aimed to enhance students' effectiveness as language learners, positing that successful learners select appropriate strategies to improve their language proficiency This study has greatly informed researchers interested in the field of second language acquisition Building on their findings, this paper clarifies the definition of language learning strategies Additionally, Rebecca L Oxford has made notable contributions to this area, synthesizing previous research and developing significant theories for English language teaching and learning.
The language strategies system, which classifies six types of strategies, is significantly highlighted by the Strategy Inventory for Language Learning (SILL), an assessment tool for language learning strategies developed by Oxford in 1990 Oxford's research marks a pivotal moment in the evolution of learning strategies within the English education system Her findings have inspired numerous publications aimed at enhancing awareness among teachers and learners regarding the crucial role of learning strategies in achieving language proficiency This study emphasizes the definitions and taxonomy of language learning strategies as the most relevant outcomes of her work.
The rapid advancement of globalization has significantly impacted English education, leading to increased interest in language learning strategies and outcome-based learning Notably, Anna Uhl Chamot's 2004 study highlighted the relationship between culture and context in English language use, advocating for the application of the Common European Framework of Reference (CEFR) and Vietnam's six-level framework for assessing English proficiency In Vietnam, the topic of language strategies has garnered attention, with researchers like Nguyen Thi Thu Ha emphasizing the importance of learning strategies in language education through her 2008 study published in the VNU Journal of Science This research underscored the significance of learners' perceptions of language learning strategies and outcomes within the Vietnamese context As English continues to spread globally, Vietnam has invested 9,378 billion VND over a 12-year period from 2008 to 2020 to enhance foreign language education.
The Language Project serves as a significant indicator for the Vietnamese Ministry of Education and Training regarding the advancement of English education It highlights diverse and engaging topics related to learning strategies and standard-based learning outcomes, which have attracted the interest of many researchers However, there remains a notable gap in the Vietnamese context within the international educational framework Consequently, the thesis titled “The CEFR – C1 level as a standard-based learning outcome: Hue University College of Foreign Languages English major students’ perceptions and learning strategies” emerges as a valuable exploration This study not only focuses on the CEFR C1 level assessment test but also examines essential learning strategies and their application among HUCFL students, garnering significant attention.
Statement of the problem
Since the "open-door" period, the Common European Framework of Reference for Languages (CEFR) has been adopted as a standard assessment framework for English language proficiency in Vietnam The focus on the "Can-do" descriptors within this framework helps learners identify their capabilities for achieving specific language proficiency levels Notably, the C1 level is considered the expected outcome for final-year English major students and serves as a criterion for evaluating the English educational quality at HUCFL.
Since 2013, the English proficiency assessment test has been a standard outcome in HUCFL’s training scheme The perceptions of fourth-year students regarding the C1 level assessment test are crucial for both students and teachers, as this awareness helps guide effective learning and achieve desired English proficiency outcomes Importantly, to enhance learners' vital language competencies, understand the purposes of English use in context, retain prior knowledge, and promote progress at each proficiency level, the implementation of effective language learning strategies is essential.
Brown (2000) emphasizes that language learning strategies are crucial for learners to enhance their language capabilities and essential skills Oxford (1990) identifies six categories of strategies—memory, cognitive, compensation, metacognitive, affective, and social—through the Strategy Inventory for Language Learning (SILL), significantly impacting language teaching and learning These strategies are vital for successful second language acquisition, as learners who understand language requirements and effective strategies can achieve their learning goals Williams & Burden (1997) note that when students exert effort to complete a learning task, they employ various actions, which exemplifies the learning strategy process Additionally, Piccardo et al (2012) assert that certain strategies help learners navigate challenges that arise during communication.
This study aims to explore the language learning strategies employed by HUCFL English major students to achieve a CEFR C1 level of proficiency By investigating the students' perceptions of these strategies, we can gain valuable insights into the effective methods that contribute to their success in overcoming the C1 level assessment test.
This research focuses on the perceptions and learning strategies of English major students at Hue University College of Foreign Languages, based on the expectation outcomes of the CEFR C1 level as a standard.
Purpose of the Study
This research aims to investigate the awareness of HUCFL’s English major students regarding the C1 level assessment test By analyzing their responses, we can uncover these fourth-year students' understanding of the framework A key objective is to identify the language learning strategies employed by HUCFL’s fourth-year students The findings will provide instructional implications to assist L2 teachers and students in overcoming challenges associated with the C1 level test Additionally, these pedagogical recommendations will encourage the development of effective learning strategies with practical orientations.
Research Questions
These following researcher questions will be answered at the end of this study:
1 What are the 4 th year - English major students’ perceptions of the CEFR – C1 level as an expectation outcome at HUCFL?
2 What language learning strategies were used by students to prepare for the CEFR C1 level - English proficiency test?
Significance of the Study
Research holds value when it demonstrates both theoretical and practical significance for learners and teachers From my viewpoint, this is particularly relevant for learners aiming for the CEFR C1 level as their language proficiency goal The CEFR serves as a reference framework for English, enabling learners to expand their understanding of languages, cultures, societies, and human thoughts Additionally, this research serves to clarify misconceptions regarding these concepts.
This study demonstrates that the CEFR – C1 level serves as an assessment process, offering a deeper and broader understanding than traditional tests suggest.
Assessment plays a crucial role in determining educational outcomes, as highlighted in the "Standards for Educational and Psychological Testing" (1999) Insights from the CEFR C1 level guide learners in understanding the necessary prerequisites for language learning competencies and strategies This awareness enables them to correlate their language learning strategies with the CEFR C1 proficiency level Vann and Abraham (1990) note that successful learners employ language strategies differently than unsuccessful ones, with effective learners utilizing these strategies more consistently Therefore, recognizing the required strategies is essential for learners to effectively pursue their goals.
This study highlights key pedagogical implications aimed at enhancing students' awareness of the CEFR – C1 level Furthermore, these insights are crucial for teachers to recognize their limitations in effectively introducing the CEFR, an essential framework for English language learning.
HUCFL students highly value the implementation of the CEFR – C1 level as a desired outcome, as it provides essential support in navigating the modern, globally recognized English language education system This approach transcends the traditional confines of Vietnam, a country with 90 million people, indicating a significant shift in English teaching, learning, and assessment Therefore, pursuing this thesis topic is crucial and timely.
Structure of the study
This thesis includes five main chapters as follows:
Initially, chapter I presents the introduction to the background, the statement of problem, the objectives, the research questions, the significance, and the structure of this research
Chapter II offers an overview of the literature on key terms, the Common European Framework of Reference (CEFR) in language teaching, its implementation in the Vietnamese educational system, and the CEFR-C1 as a standard for English major students at HUCFL Additionally, it emphasizes the importance of learners' perceptions of their learning outcomes The chapter concludes with a summary paragraph that encapsulates all the discussed content.
Next, chapter III describes the research methods, participants, as well as the methods of data collection and analysis of this study
In addition, chapter IV analyzes and discusses the data collected from the questionnaire and interview sections
Chapter V summarizes the research findings and highlights their implications for HUCFL teachers and students in achieving a comprehensive understanding of language learning strategies Additionally, this chapter addresses the limitations of the study and offers suggestions for future research.
Becoming an effective language learner is essential for EFL learners in their pursuit of language knowledge Understanding the key factors that influence successful second language acquisition is vital in the realm of language teaching and learning.
According to (2001), various factors such as aptitudes, demographic variables, affective variables, learning styles, and learning strategies significantly influence learners' approaches to acquiring a second language He emphasizes that understanding the characteristics of successful EFL learners can help educators identify effective teaching methods This paper will focus on learning strategies as a key factor in second language acquisition.
Jirapa Abhakorn (2008) emphasizes that conscious learning strategies significantly influence how individuals approach second language acquisition and their overall efficiency During the challenging journey of language learning, effective strategies empower learners to tackle difficult tasks independently and enhance their comprehension abilities Understanding the concept of "strategies" is essential; as defined by the Oxford Advanced Learner’s Dictionary, it refers to a skillful plan designed to achieve a specific goal (2011, p 1528) Consequently, the term "learning strategies" has garnered considerable attention from researchers in English teaching and learning, leading to a variety of definitions in the field.
Learning strategies are defined as the behaviors and thoughts that learners engage in during the learning process to influence their encoding of information (Weinstein & Mayer, 1986) This definition emphasizes the significance of the actions and cognitive processes learners employ to address challenges in their learning Wenden (1987) further describes learning strategies as various operations that learners use to make sense of their experiences, indicating that multiple approaches can be utilized to solve problems or complete tasks in language learning O'Malley et al (1985) support this view by defining learning strategies as operations that facilitate the acquisition, storage, retrieval, or use of information Oxford (1990) provides a more detailed perspective, stating that learning strategies are specific actions taken by learners to enhance the effectiveness, enjoyment, and transferability of their learning experiences Recent research by Abdalmaujod A Hardan reinforces these concepts, highlighting the importance of strategic actions in achieving language proficiency.
In 2013, it was emphasized that the key aspects of language learning are understanding "what" to learn and "how" to use it effectively Employing specific strategies is crucial for achieving the desired outcomes in language acquisition.
This thesis emphasizes that learning strategies are essential tactics employed by learners to effectively understand, utilize, and retain knowledge By strategically applying these methods, EFL learners enhance their comprehension, become more effective, and achieve their learning goals According to Oxford's study, the effectiveness of a strategy is context-dependent, highlighting the importance of considering the CEFR - C1 level as a benchmark for student outcomes Learning strategies are deemed beneficial when aligned with learners' objectives, leading to the selection of specific tactics tailored to achieve desired results, such as reaching C1 proficiency in English Furthermore, learners can effectively address challenges in the learning process by skillfully employing targeted strategies and expanding their repertoire, ultimately making the learning experience more efficient.
Understanding learning strategies in English education is crucial for guiding learners in their journey of second language acquisition These strategies significantly influence the effectiveness of developing English language proficiency.
Language learning strategies have garnered significant interest from researchers, making it challenging to define the term succinctly One of the most notable definitions was proposed by Oxford and Crookall in 1989, who characterized language learning strategies in their research.
Learners can enhance their language acquisition through various actions and techniques, such as finding conversation partners in their target language and motivating themselves to face challenging language tasks.
Language learning strategies, as defined by these authors, encompass the actions, behaviors, steps, or techniques that can enhance learners' achievement and make the learning process more effective and favorable.
Research by Abdalmaujod A Hardan (2013) in "Language Learning Strategies: A General Overview" highlights the impact of language learning strategies on learners' achievement, supporting Oxford's (1990) conclusions.
Learning a foreign or second language involves various strategies that students consciously employ to enhance their understanding and usage of the language These strategies encompass specific actions and techniques that significantly contribute to language achievement and proficiency.
Language learning strategies are categorized into six types: cognitive, memory, compensation, metacognitive, mental, and social strategies, as identified by Oxford and Erhman (1990) Each strategy holds unique importance in specific contexts A successful language learner distinguishes themselves from an unsuccessful one by effectively applying appropriate learning strategies for particular tasks or assessment tests.
A specific illustration is indicated in the English proficiency assessment test of the CEFR when it maintains that:
LITERATURE REVIEW
Definitions of key terms
Becoming an effective language learner is essential for EFL students as they explore language knowledge Understanding the key factors that influence successful second language acquisition is vital for both teaching and learning.
According to (2001), various factors such as aptitudes, demographic variables, affective variables, learning styles, and learning strategies significantly influence learners' approaches to acquiring a second language He emphasizes that gaining insights into the success of EFL learners enables teachers to identify effective teaching methods This paper will focus on learning strategies as a key element in second language acquisition.
Jirapa Abhakorn (2008) emphasizes that conscious learning strategies significantly influence second language acquisition, impacting how individuals approach and efficiently learn a new language During the challenging learning process, effective strategies enable learners to tackle difficult tasks independently and take control of their comprehension Understanding the term "strategies" is essential; as defined by the Oxford Advanced Learner’s Dictionary, it refers to a plan designed to achieve a specific goal through skillful execution (2011, p 1528) Consequently, the concept of "learning strategies" has garnered considerable attention from researchers in English teaching and learning, resulting in a variety of definitions.
Learning strategies are defined as the behaviors and thoughts that learners engage in during the learning process to influence their encoding, as noted by Weinstein and Mayer (1986) This perspective highlights the significance of the strategies learners employ to address challenges in their learning Wenden (1987) further elaborates that learning strategies encompass various operations learners utilize to understand their learning, suggesting that multiple approaches can be taken to solve problems or complete tasks, particularly in learning the English language O'Malley et al (1985) echo this sentiment, defining learning strategies as operations or steps that facilitate the acquisition, storage, retrieval, or use of information Oxford (1990) provides a more detailed definition, stating that learning strategies are specific actions taken by learners to make learning easier, faster, more enjoyable, self-directed, effective, and transferable to new situations This underscores the importance of the actions learners take to enhance their English language proficiency and organize their learning effectively Recent research by Abdalmaujod A Hardan also supports this overview of language learning strategies.
In 2013, it was emphasized that the key aspects of language learning are understanding "what" to learn and "how" to use it effectively Employing specific strategies is crucial to achieving the tangible goals of language acquisition.
This thesis emphasizes that learning strategies are essential tactics used by learners to effectively understand, utilize, and retain knowledge By strategically employing these methods, EFL learners enhance their comprehension, become more effective, and achieve their educational goals According to Oxford's study, the effectiveness of a strategy depends on its context, highlighting the importance of aligning strategies with learners' objectives For instance, learners aiming for a C1 level of English proficiency will choose different strategies than those preparing for tests like IELTS, TOEIC, or SAT Moreover, when learners skillfully apply specific strategies and diversify their approach, they can effectively address challenges in the learning process, ultimately making their learning experience more productive.
A comprehensive understanding of learning strategies in English education is crucial for guiding learners in their journey of second language acquisition The significance of learning strategies cannot be overlooked, as they play a vital role in enhancing learners' English language proficiency.
Language learning strategies have garnered significant interest from researchers, making it challenging to encapsulate the term in a single definition A notable perspective on language learning strategies was provided by Oxford and Crookall (1989), who offered a comprehensive definition of the concept.
Learners employ various actions, behaviors, and techniques to improve their language acquisition, such as finding conversation partners who speak the target language and motivating themselves to face challenging language tasks.
Language learning strategies, as defined by these authors, encompass the actions, behaviors, steps, and techniques that can enhance learners' achievements and make the learning process more favorable and effective.
Research by Abdalmaujod A Hardan (2013) in "Language Learning Strategies: A General Overview" highlights the significant impact of language learning strategies on learners' achievements, supporting Oxford's (1990) conclusions on their effectiveness.
Effective strategies for learning a foreign or second language encompass various actions, behaviors, and techniques that students consciously employ to enhance their understanding and usage of the language These strategies are closely linked to language proficiency and overall achievement in language learning.
Language learning strategies, as classified by Oxford and Erhman (1990), fall into six categories: cognitive, memory, compensation, metacognitive, mental, and social strategies Each category plays a crucial role in specific contexts The distinction between successful and unsuccessful language learners often lies in the effective application of these strategies during tasks or assessment tests.
A specific illustration is indicated in the English proficiency assessment test of the CEFR when it maintains that:
A strategy is a structured and intentional approach taken by an individual to achieve a specific goal or address a particular challenge.
Specially, in the CEFR, the communicative strategies are likely to be received the most importance It is cited in the CEFR (2001) that:
Strategies are essential tools that language users employ to effectively manage their resources and activate necessary skills for communication They enable individuals to meet contextual demands and accomplish tasks efficiently, ensuring that communication is both comprehensive and economical.
The CEFR and language teaching
The Common European Framework of Reference for Languages (CEFR), developed by the Council of Europe and published in 2001, is the result of over thirty years of research in language teaching, learning, and assessment It serves as a valuable planning tool, offering a "common language" for setting objectives, methods, and assessments across various languages and contexts.
The total purpose of this framework is explained through this following statement:
Educational administrators, course designers, teachers, and examining bodies can utilize this framework to evaluate their current practices This reflection helps them coordinate their efforts effectively and address the genuine needs of their learners (CEFR, 2001, p 1).
In fact, to achieve this aim, the CEFR provides the detailed descriptors related to the language knowledge as well as skills in the professional level in a flexible context
The Common European Framework of Reference for Languages (CEFR) has gained global recognition, providing a comprehensive framework that outlines the necessary skills and knowledge for mastering a foreign language It emphasizes the communicative purposes of language learning, detailing what learners must achieve to engage effectively with others According to Simon Broek and Inge van den Ende (2013), the CEFR serves as a foundational guideline for language education, influencing qualifications, textbooks, exams, and curricula This action-oriented approach to language use positions the CEFR as a leading framework in second language acquisition, comprising three broad bands—A, B, and C—with six levels of proficiency: A1, A2, B1, B2, C1, and C2.
Table 1: The levels of the CEFR (CEFR, 2001, p.23) Level group
Level group name Level Level name
B1 Threshold or intermediate B2 Vantage or upper intermediate
C1 Effective operational proficiency or advanced C2 Mastery or proficiency
The CEFR aims to foster collaboration between educational institutions and Member States across Europe, providing a framework for recognizing and guiding language learning Its goal is to promote and enhance language skills among European citizens, as highlighted in the CEFR (2001, p 20).
The Framework aims to assist partners in outlining the proficiency levels mandated by current standards, tests, and examinations, thereby enabling comparisons across various qualification systems.
Therefore, the CEFR is used as an effective instrument in order to assist the learners in identifying where they are in different levels of English proficiency
In reality, Jones (2011) states that:
The CEFR is more than just a translated book; it offers an extensive exploration of learning, teaching, and assessment, supported by various additional guides and resources (Jones, 2011, p 87).
Jones highlights that a key advancement in language learning, teaching, and assessment, as outlined by the CEFR, is the shift from the grammar-translation method to the functional/notional and communicative approaches.
The English proficiency framework emphasizes the ability to communicate effectively in a global context It offers learners a variety of descriptors to enhance their communication skills across different levels of English proficiency For instance, the CEFR's descriptors are detailed in Table 2, illustrating their application in international communication.
Table 2: Common Reference Levels: global scale (CEFR, 2001, p 24)
C2 level individuals can effortlessly comprehend nearly all spoken and written content They are adept at summarizing information from various sources, effectively reconstructing arguments and narratives in a coherent manner Additionally, they can express themselves spontaneously and with great fluency, accurately conveying subtle distinctions in meaning even in complex contexts.
Individuals at the C1 level can comprehend a variety of challenging texts and grasp implicit meanings They express themselves fluently and spontaneously, with minimal hesitation in finding the right words Their language use is adaptable and effective across social, academic, and professional contexts Additionally, they can create clear and well-structured texts on complex topics, demonstrating a controlled application of organizational patterns, connectors, and cohesive devices.
At the B2 level, individuals can grasp the main concepts of complex texts on both concrete and abstract subjects, including technical discussions relevant to their field They can engage in fluent and spontaneous interactions with native speakers, facilitating smooth communication for both parties Additionally, they are capable of writing clear and detailed texts on diverse topics and articulating their viewpoints on current issues, discussing the pros and cons of different options.
B1 level individuals can grasp the key ideas from clear standard input on familiar topics related to work, school, and leisure They are capable of handling most situations that may occur while traveling in areas where the language is spoken Additionally, they can create simple, connected text on familiar subjects or personal interests, describing experiences, events, dreams, hopes, and ambitions, while also providing brief reasons and explanations for their opinions and plans.
An A2 level individual can comprehend basic sentences and commonly used expressions related to immediate contexts such as personal and family information, shopping, local geography, and employment They are capable of engaging in simple, routine tasks that involve straightforward exchanges of information on familiar topics Additionally, they can describe their background, immediate surroundings, and urgent matters in simple terms.
A1 learners can comprehend and utilize basic everyday expressions and phrases to meet specific needs They are capable of introducing themselves and others, as well as asking and answering questions about personal information, such as their residence, acquaintances, and possessions Interaction is possible in a straightforward manner, especially when the other party speaks slowly and clearly, and is willing to assist.
Laurens (2006) emphasizes in "New Canadian Perspectives" that communication clarity and precision improve across the CEFR levels A1 to C2, with descriptors reflecting increasing complexity This framework provides teachers and curriculum planners with essential tools to assess the communicative language complexity at each level.
2.2.2 The use of the CEFR in language education
The CEFR in Vietnamese educational system
2.3.1 Standard – based expected learning outcome
In 2008, the Ministry of Education and Training (MOET) announced the official implementation of the CEFR framework, aiming for 50% of learners to achieve level 3 (B1 level in CEFR) by 2020 The CEFR project is structured around three main phases.
Phase 1, 2008–2010, prepares conditions for writing and piloting a new language program and spreading it to general school levels Phase 2, 2011–
In 2015, a ten-year language program was introduced, targeting all education levels starting from Grade 3, alongside intensive language training for various degrees Phase 3, spanning 2016 to 2020, focuses on the nationwide implementation of this language program and the expansion of intensive language initiatives across all educational institutions within the national system (Le, 2012, p 99).
Globalization is significantly altering the English learning needs of Vietnamese students According to Le (2012), technology and English have emerged as essential "global literacy skills" in Vietnam's 21st-century context This aligns with Tsui and Tollefson's (2007) assertion that nations must equip themselves with these skills to adapt to the rapid changes brought by globalization.
From these points of view above, we realize the importance of English language outcomes in the Vietnamese educational system, nowadays
2.3.2 The CEFR and setting standards in English education in Vietnam
In 2008, the CEFR was officially adopted as the national reference framework for English language education in Vietnam through Decision 1400/QĐ – TTG Prof Nguyen Ngoc Hung noted that the CEFR, widely utilized in Europe and beyond, serves as an ideal standard for Vietnam The Ministry of Education and Training (MOET) aims to enhance English language learning standards by 2020, enabling Vietnamese learners to achieve proficiency aligned with their professional and academic goals The global network fosters international communication, underscoring the need for a common English language framework The MOET emphasizes the classification of English proficiency levels, as outlined by the University of Cambridge, which includes CEFR A1 for primary, A2 for junior high, B1 for senior high, B2 for non-English major university students, and C1 for English major students This initiative has garnered significant attention from English teachers, educators, and researchers in Vietnam, focusing on the CEFR's applicability, challenges, and solutions, as well as the required competencies for effective English teaching and learning.
2.3.3 The CEFR and the six – level framework for foreign language competence in Vietnam
The six-level framework, aligned with the CEFR, serves as a standardized method for assessing English proficiency in Vietnam, as established by the Ministry of Education and Training through Circular No 01/2014/TT-BGDĐT This framework aims to create uniform requirements for English language education across the country Many universities have developed teaching and learning programs based on this framework to ensure that students meet specific English proficiency standards This strategy is crucial for Vietnam's integration of English language education into the global context.
It is also mentioned in the Circular no.01/2014/TT-BGDĐT in 2014 (see
Appendix 1) that there are five fundamental purposes of applying the six – level framework of English proficiency in Vietnam First, this framework was used to unite in the requirements of English competences for all languages taught in Vietnamese national education system Second, the language educators also relied on this six – level framework to write the teaching program, design or choose the course books, textbooks, lesson plans and several other teaching documents Most specially, this framework significantly influenced the criterion for assessing, testing and evaluating English proficiency Furthermore, thanks to this framework, the teachers might choose the appropriate ways of teaching and assessing so that they could help their learners acquire the demands of language training programs What is more, the leaners could adequately understand and grasp the requirements of English competences in order to carry out the self – assessment in different levels of knowledge Finally, this framework created the propitious conditions for cooperating and exchanging of education, especially for recognizing the degree among countries applying the CEFR
In fact, the framework of English proficiency used in Vietnam is divided into
The six levels from 1 to 6 align with the CEFR levels ranging from A1 to C2, showcasing various similarities in English proficiency For example, the CEFR A1 level (2001) outlines specific competencies that learners should achieve.
Individuals can comprehend and utilize common everyday expressions and basic phrases to meet specific needs They can introduce themselves and others, as well as ask and answer questions regarding personal information such as their residence, acquaintances, and possessions Additionally, they are capable of engaging in simple interactions, provided that the other person speaks slowly, clearly, and is willing to assist.
The capabilities outlined align with the first level of the Vietnamese framework, as learners can effectively use basic English to meet their communicative needs This includes introducing themselves and others and responding to questions about their living situations, families, and friends Additionally, the corresponding descriptions in both frameworks reflect similar English skill requirements.
The Vietnamese six-level framework for foreign language proficiency is based on the CEFR guidelines, tailored to the specific context of Vietnamese language education This framework serves as an effective tool for evaluating the English language skills of Vietnamese students.
The CEFR-C1 as standard-based learning outcome for English
The Council of Europe defines the CEFR C1 level as a stage of "Effective Operational Proficiency," enabling learners to communicate fluently and spontaneously This level allows individuals to use the English language smoothly and without hesitation, highlighting their broad range of language skills.
- Can express him/herself fluently and spontaneously, almost effortlessly
An individual at the C1 level of the Common European Framework of Reference (CEFR) demonstrates a strong command of a wide range of vocabulary, enabling them to effectively navigate gaps in communication through paraphrasing This advanced proficiency aligns with various global scales, providing a comprehensive overview of English language skills at the C1 level.
- Can understand a wide range of demanding, longer texts, and recognise implicit meaning
- Can express him/herself fluently and spontaneously without much obvious searching for expressions
- Can use language flexibly and effectively for social, academic and professional purposes
- Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices (CEFR, 2001, p 24)
The fifth level of the English language proficiency framework in Vietnam, as outlined in Circular no 01/2014/TT-BGDĐT, emphasizes the ability of students to understand and interpret implicit meanings in lengthy texts At this level, students can express themselves fluently and effectively in various social, academic, and professional contexts Additionally, they are expected to produce clear and detailed written texts on complex subjects, utilizing appropriate writing structures, connectors, and cohesive tools.
2.4.2 The access to the CFFR-C1 level as expected learning outcome
The HUCFL homepage prominently features announcements regarding expected learning outcomes, particularly within the "training programmes" section Additionally, crucial information about C1 examinations, including dates, times, and participant lists, is consistently displayed in a prominent area of the HUCFL website.
The main page of this website will provide updated information for students regarding the time, location, and results of the CEFR – C1 level assessment test.
Mastering the official format of the C1 level test is essential In accordance with the standard structure established by the Vietnamese Ministry of Education and Training in 2015, the HUCFL principal issued Decision No 260/QĐ-ĐHNN, which outlines the test application form for the Vietnamese six-level framework of foreign language competence, ranging from level 3 to level 5.
The C1 level assessment of the Vietnamese standardized Test of English Proficiency evaluates listening, speaking, reading, and writing skills In the listening section, participants have 40 minutes to answer 35 questions based on short exchanges, instructions, announcements, and speeches The reading component allows 60 minutes for candidates to analyze four texts of varying difficulty, with vocabulary ranging from 1900 to 2050 For writing, students are given 60 minutes to complete two tasks: a letter or email of 120 words, which accounts for one-third of the writing score, and a 250-word essay that contributes two-thirds of the score Lastly, the speaking section consists of three parts—oral interaction, discussion, and topic development—with a total duration of 12 minutes.
All in all, through the form of the C1 level assessment test, it is believed that the participants’ English proficiency can be assessed in a complete way
Since 2013, the English proficiency assessment test has been utilized as a standard outcome in HUCFL's training program Initially, the implementation of the C1 level assessment revealed a low success rate among students According to statistics published on HUCFL's website on February 3rd, the results highlighted significant challenges faced by learners in passing the test.
In 2013, only 10 out of 29 English major students passed their assessment test By May 11, 2014, the number of candidates for the C1 test increased to 227, yet only 30 (13%) achieved certification The trend continued on August 16, 2016, when 142 participants took the C1 test, but only three scored 8.5, indicating a high level of English proficiency Overall, the results reveal persistently low success rates among students attempting the C1 assessment.
The data may indicate that students struggle to fully understand the insights at the C1 level It is essential to conduct research to assess HUCFL students' awareness of the CEFR C1 level as an expected outcome.
Language learning strategies
This study is grounded in Oxford's (1990) taxonomy of language learning strategies, which categorizes them into direct and indirect strategies Direct strategies involve behaviors that facilitate the use of the target language and enhance the language learning process In contrast, indirect strategies encompass more conscious processes where learners engage not only with the language but also with a guide who supports, evaluates, and motivates their performance.
Direct strategies and indirect strategies are specifically subdivided in two six categories, namely: memory, cognitive compensation, metacognitive, affective, and social strategies
According to Oxford and Crookall (1989), memory strategies are techniques designed to assist learners in storing and later retrieving new information These strategies often connect verbal and visual elements, a connection emphasized by Oxford for four specific reasons.
- The mind’s capacity for storage of visual information exceeds its capacity for verbal material
- The most efficiently packaged chunks of information are transferred to long- term memory through visual images
- Visual images might be the most effective mean to aid recall of verbal material
- Visual learning is preferred by a large proportion of learners
Cognitive strategies, as defined by Oxford and Crookall (1989), involve the direct manipulation and transformation of language through techniques such as reasoning, analysis, note-taking, and practical exercises in real-world contexts These strategies serve essential functions, including the reception and transmission of messages, as well as the analysis and interpretation of information's significance.
Compensation strategies are a key category of direct learning techniques that help learners manage language use for comprehension, utilization, and production These strategies enable learners to employ guessing skills to tackle unfamiliar words in the target language.
These categories are concretely described by Oxford (1990) through the following diagram:
Figure 1: Oxford’s direct strategies system (Oxford, 1990, pp 18 - 21) Indirect strategies belong to the second class of language strategies according to Oxford’s taxonomy, including metacognitive, affective, and social strategies
It was referred by Oxford and Crookall that metacognitive strategies are
Centring, arranging, planning, and evaluating one's learning are essential behaviors that empower learners to take control of their educational journey These strategies enhance cognitive support, allowing individuals to actively engage with and improve their own learning processes.
Oxford and Crookall highlight the importance of affective strategies in language learning, which include techniques such as self-reinforcement and positive self-talk These strategies empower learners to better manage their emotions, attitudes, and motivations related to language acquisition Additionally, social strategies play a crucial role in effective communication, enabling learners to interact successfully with others through questioning, collaboration, and empathy, thereby enhancing their ability to absorb a second language.
These indirect strategies are totally explained though the following diagram:
Oxford (1990) developed the Strategy Inventory for Language Learning (SILL) based on six categories of language strategies The subsequent chapters of this thesis will detail the use of this instrument to gather data for the study.
Review of relevant studies on students’ perceptions, learning
The relationship between learners' learning strategies and language outcomes has garnered significant interest among English educators, book designers, and teachers Renowned researcher Rebecca has contributed valuable insights into this area.
L Oxford, creates an impressive remark in this domain of English language teaching and learning She successfully absorbs the values of previous studies, and simultaneously, lays the foundations for many future researchers who desire to investigate “the language strategies system with the classifications of six types of strategies” and “the Strategy Inventory for Language Learning or SILL - language learning strategy-assessment instrument in the world” (Oxford, 1990) Oxford’s studies seem to be a milestone to remark the development of the learning strategies areas in the overall view of English educational system At an earlier time, O’Malley, Stewner-Manzanares and Chamot conduct a research on the learning strategy applications with students who use English as a second language through
The exploration of learning strategies in second language acquisition has been significantly advanced by O’Malley, Chamot, and Stewner-Manzanares (1985), who aimed to uncover how second languages are learned and the value of these strategies in achieving language proficiency Building on Oxford’s (1990) insights, recent works have emerged to enhance awareness among educators and learners regarding the importance of learning strategies in language acquisition Notably, Brown's (2001) book, "Teaching by Principles: An Interactive Approach to Language Pedagogy," is highly regarded among English educators dedicated to second language acquisition, as it covers various aspects of teaching English as a foreign or second language The impact of globalization on English education has prompted a shift in the study of language learning strategies, with Chamot's (2004) "Electronic Journal of Foreign Language Teaching" emphasizing the influence of culture and context on language use This reflects a transition from theoretical approaches to practical applications of learning strategies In Vietnam, research by Nguyen Thi Thu Ha (2008) in the VNU Journal of Science highlights the significance of engaging learners with effective learning strategies.
Despite the extensive interest from researchers in learning strategies and language proficiency, there remains a significant gap in understanding how these strategies manifest within the concrete context of the CEFR C1 level While many Vietnamese researchers focus on the effective application of the CEFR, there is a notable lack of attention to the relationship between language learning strategies and English proficiency outcomes as assessed in the CEFR C1 level tests.
The thesis topic, "The CEFR – C1 Level as an Expected Outcome: English Major Students’ Perceptions and Learning Strategies at HUCFL," presents a valuable investigation into the perceptions and learning strategies of students This study emphasizes the CEFR C1 level assessment test, exploring the essential learning strategies and their relevance to HUCFL students.
Chapter summary
The literature review chapter emphasizes significant research related to learning strategies, language learning strategies, learning outcomes, and the CEFR – C1 level assessment test as a standard-based outcome This chapter is structured into four essential sections that provide crucial reading evidence.
This chapter reviews key concepts related to learning strategies, language learning strategies, and standard-based expected learning outcomes in second language acquisition It highlights the importance of learners’ perceptions of C1-based learning outcomes and the language learning strategies necessary for achieving English proficiency Additionally, the chapter discusses the Common European Framework of Reference (CEFR) and its application in language education, particularly within the Vietnamese context, where it serves as a vital tool for assessing L2 learners’ proficiency It also explores the connection between the CEFR and Vietnam's sixth-level framework of English competence, illustrating the relevance of these frameworks in Vietnamese language education This research is deemed significant for HUCFL students and Vietnamese EFL learners overall.
This chapter presents a comprehensive perspective on the authentic experiences of English users in the realm of second language learning, teaching, and assessment within a global context.
This chapter outlines the research design, highlighting both qualitative and quantitative methods It provides details about the study participants and clarifies the data collection instruments, including questionnaires and interviews The chapter concludes with a description of the data collection procedures and the methods used for data analysis.
In various fields, including language teaching and learning, research predominantly employs both quantitative and qualitative methods The term "quantitative method" often evokes thoughts of numbers and statistics.
Besides quantitative methods, “qualitative research” also received much attention Thomas (2003) suggests in his book:
Qualitative research methods focus on describing characteristics of people and events without relying on measurements, as noted by Thomas (2003) While quantitative methods can lead to limitations, such as imprecise self-reported opinions from questionnaires, qualitative approaches effectively address these weaknesses by providing deeper insights into people's understanding and experiences This allows researchers to gather specific information about particular situations and participants' needs However, qualitative research can be time-consuming, a challenge that can be mitigated by incorporating quantitative methods to streamline data collection.
To ensure accurate and comprehensive data collection, this study employed a mixed-method approach that integrates both quantitative and qualitative research methods.
This study involved 200 fourth-year English major students from Hue University College of Foreign Languages Participation in the CEFR C1 level English language proficiency test was mandatory for all students in the English Department as a graduation requirement at HUCFL.
This research aimed to identify the language learning strategies used by students preparing for the CEFR – C1 test To compare the strategies of successful and unsuccessful candidates, the study involved 100 students who did not pass the C1 test on their first attempt.
A total of 100 students, all familiar with various levels of the CEFR tests, including PET (B1) and FCE (B2), participated in this study at HUCFL, highlighting a shared advantage among them These English majors approached the investigation with enthusiasm and honesty Notably, 15 to 20 individuals who successfully passed the C1 level assessment were selected for the interview segment.
According to Oxford (1990), questionnaires are a widely utilized method for data collection in research studies due to their ability to be objectively scored and analyzed This approach allows researchers to gather information on a large scale efficiently.
This study utilized a comprehensive questionnaire divided into four main sections: personal information, perceptions of the C1 test, language learning strategies, and suggestions The first section gathered personal details to distinguish between students who passed the C1 level test on their first attempt and those who did not The second section featured nine questions aimed at assessing the perceptions of fourth-year English major students regarding the C1 level assessment at HUCFL The third section focused on the frequency of language learning strategies employed by these students, utilizing the Strategy Inventory for Language Learning (SILL) version 7.0, adapted to fit the context of the CEFR – C1 level Lastly, the final section invited participants to provide suggestions to enhance awareness of effective language learning strategies for achieving C1 proficiency.
A selection of 15 to 20 students who passed the C1 level assessment test participated in interviews to share their experiences with language-learning strategies The study found that the students’ perceptions of the C1 test and the SILL questionnaires were limited in fostering critical thinking due to their fixed statements Therefore, the primary goal of the interviews was to encourage these participants to discuss their strategies for preparing for the C1 level assessment.
This research involved 200 fourth-year students from HUCFL, following their first C1 level CEFR test The study aimed to engage 100 students who passed and 100 who failed the test, with a focus on simplifying English instructions for questionnaires and interviews A pilot study with 10 randomly chosen English major students helped identify the average time spent on questions and highlighted difficulties, allowing for necessary adjustments to the questionnaires The official investigation was then conducted, and the collected data were analyzed using computer software.
The pilot study involved interviewing five students to gather oral information, which helped identify and eliminate issues such as misunderstandings, low self-confidence, time constraints, and noise distractions After each interview, a 5 to 10-minute informal discussion allowed students to express their thoughts comfortably and share their insights on the explored topics This approach not only created a relaxed atmosphere for the students but also provided the researcher with valuable information to address any shortcomings in the process.
