INTRODUCTION
Background of the study
English is the most widely spoken language globally, playing a crucial role across various fields such as medicine, economy, society, culture, policy, and education In education, English dominates, as most resources and materials are available in this language Proficiency in English enhances societal communication, facilitating access to science and technology and enabling knowledge exchange with countries like England and others in Europe Notably, over 90% of websites are in English, driving an increasing number of people to learn the language for job opportunities, business, and travel In Vietnam, English is considered the most important foreign language, especially following the government's open-door policy, leading to its compulsory inclusion in universities and schools nationwide The government's goal for 2020 emphasizes the significance of English in the country.
By 2020, the majority of Vietnamese youth graduating from vocational schools, colleges, and universities will possess the ability to use a foreign language independently This proficiency will enhance their confidence in communication and increase their opportunities for study and work in a diverse, multicultural environment Additionally, this linguistic capability will serve as a significant advantage for the Vietnamese population, supporting the nation's goals of industrialization and modernization.
(Decision N 0 1400/QD-TTg on September 30 th , 2008, p.1)
On January 24, 2014, the Ministry of Education and Training introduced Circular No 01/2014/TT-BGDDT, establishing a 6-level language skills framework for Vietnam, which aligns with the Common European Framework of Reference for Languages (CEFR) This framework aims to transform English teaching and learning for EFL students, setting a target of level B2 for college graduates and level C1 for university graduates by 2020 However, many view this goal as overly ambitious for Vietnam, leading to various challenges in implementation Over three years, the National Foreign Language 2020 Project has encountered significant issues, including difficulties in teacher training and evaluation, a decline in class numbers, and students' inability to meet the established language proficiency standards.
Rationale of the study
This project derives from the following concerns:
Firstly, the National Foreign Language 2020 Project (NFL 2020) is a big project Being implemented throughout the country, the project will affect more than 200 million students
Despite the introduction of the 6-level language skills framework for Vietnam, based on the Common European Framework of Reference (CEFR), many students believe they only need to study enough to pass their exams This mindset stems from a lack of understanding about the framework and the significance of the English Proficiency Test, Level 5 As passing Level 5 is a graduation requirement, it is concerning that many students are unaware of its importance and the implications of the test.
In today's global landscape, strong English skills are essential as it has become the universal language Consequently, speaking proficiency is crucial for language learners to stay relevant and communicate effectively.
Effective communication in English is essential in various professional settings, such as medical and language laboratories, where researchers must interact clearly and accurately According to the Director of the University Education Department in 2008, approximately 51.7% of graduates lack the necessary English skills, highlighting a significant gap in proficiency (Quyen, 2013) While many students acknowledge the advantages of mastering English, particularly in speaking, they often lack effective strategies to enhance their speaking abilities.
Mastering speaking skills can be challenging, especially in a country with diverse regions and dialects Familiarity with the 6-level language skill framework, particularly Level 5 for speaking, can aid students in developing effective preparation strategies for their assessments Additionally, this understanding can alleviate potential difficulties they may encounter.
For the reasons above, it is important to explore how EFL students at Hue University of Foreign Languages prepare for English Proficiency Test – Level 5 on speaking skill.
Aims of the study
This research investigates the strategies employed by EFL students at Hue University of Foreign Languages in preparation for the English Proficiency Test – Level 5, focusing specifically on the speaking skill The study seeks to address key questions related to these preparation strategies.
1) What are the perceptions of the fourth-year EFL students at Hue University of foreign languages toward English Proficiency Test-Level 5 on speaking skill (The frame of 6-level language skills for Vietnam)?
2) What are the fourth-year EFL students at Hue University of foreign languages preparation strategies for English Proficiency Test-Level 5 on speaking skill (The frame of 6-level language skills for Vietnam)?
3) What are the difficulties that the fourth-year EFL students at HUFL tend to encounter when taking English Proficiency Test-Level 5 on speaking skill (The frame of 6-level language skills for Vietnam)?
Significance of the study
This research aims to enhance students' awareness of the English Proficiency Test – Level 5, specifically focusing on speaking skills The findings are expected to assist fourth-year EFL students at Hue University of Foreign Languages in better preparing for this test, which is part of Vietnam's six-level language skills framework Additionally, the study seeks to contribute to the preparation strategies utilized by EFL students to successfully pass the exam.
Scope of the study
This study investigates the preparation strategies employed by fourth-year EFL students at Hue University of Foreign Languages for the English Proficiency Test – Level 5, focusing specifically on their speaking skills The research involved around 100 fourth-year students who were preparing to take the test at the conclusion of their final academic year.
Structure of the study
The study's findings aim to assist fourth-year EFL students at Hue University of Foreign Languages in effectively preparing for the English Proficiency Test - Level 5, specifically focusing on enhancing their speaking skills within the framework of Vietnam's 6-level language skill standards.
This study consists of five chapters:
- Chapter One has provided a brief introduction to the background and significance of the study
- Chapter Two will provide a literature and basic theories of the study
- Chapter Three will describe the research methodology used in this study
- Chapter Four will present the results of both the quantitative and qualitative investigations of the study
Chapter Five will present the findings and limitations of the study, followed by recommendations and implications aimed at enhancing the preparation strategies of fourth-year EFL students for the Level 5 English Proficiency Test, specifically focusing on the speaking skill.
LITERATURE REVIEW
Introduction
English has become an essential global language, particularly in Vietnam since its accession to the World Trade Organization (WTO) in 2006 A significant concern is why many students struggle to speak English upon graduation and how to enhance their speaking skills In response, Vietnam's National Foreign Language 2020 Project was initiated to improve students' language proficiency This section will provide a detailed overview of the National Foreign Language 2020 Project.
This chapter begins with an overview of the National Foreign Language 2020 Project, followed by a detailed description of the 6-level language skills framework for Vietnam (KNLNNVN), specifically focusing on level 5 speaking skills The third section introduces the concept of Proficiency Tests and the necessary preparations for them Finally, the chapter concludes with insights into teachers' perceptions regarding the Proficiency Test.
An overview of national foreign language 2020 project
On 30 th September, 2008 the Prime Minister of the Social Republic of Vietnam signed Decision N 0 1400/QD-TTg on the Approval of Vietnam‟s National Foreign Language 2020 Project (NFL 2020) Vietnam‟s National Foreign Language 2020 Project (NFL2020) is a national project carried out by the Vietnamese government in Decision 1400 to build national foreign language capacity The Project has been overseen by the Ministry of Education and Training (MOET) but also serves all other government ministries Major initiatives are related to the NFL2020 Project have been to create an English teacher competencies framework, establish regional foreign language centers, build action research capacity, evaluate and improve English curriculum and English teacher education curriculum, and revise and begin to digitalize textbooks The mission of NFL2020 is to build Vietnam‟s foreign language (mainly English) teaching and learning capacity and to implement Government‟s Decision 14001 (2008) “to renovate the teaching and learning of foreign languages within the national education system” (Article 1.1, Decision 1400)
The Vietnam National Foreign Language 2020 Project is implemented in three phases The initial phase from 2008 to 2010 aimed to establish the necessary conditions for developing and piloting a new language program, setting the stage for its widespread adoption in general schools The subsequent phase began in 2011.
The 2015 initiative emphasizes the widespread adoption of a ten-year language program aimed at general education and intensive language training for various educational levels The subsequent phase from 2016 to 2020 aims to expand this ten-year language program across the nation, alongside the implementation of intensive language programs in all training centers, vocational schools, colleges, and universities This extensive project demands significant commitment from teachers, learners, and the entire education system.
The project focuses on establishing a proficiency framework aligned with the Common European Framework of Reference (CEFR) to assess the English proficiency of both learners and teachers This framework not only aligns with other international language proficiency standards but also serves as a reference for developing curricula and teaching plans It sets evaluation criteria for various learning and training levels, promoting continuity in language training across educational stages The framework clearly defines requirements for competencies in listening, speaking, reading, and writing, corresponding to the six levels of the CEFR, where level 1 is the lowest and level 6 is the highest, as outlined in Decision No 1400/QD-TTg on September 30, 2008.
Students are required to participate in a compulsory language training program for their first foreign language, with the option to choose an additional language as a second foreign language This program is implemented for students in grades 6 to 12, aligning with Vietnam's 6-level language proficiency framework, culminating in level 2 upon high school graduation.
The National Foreign Language 2020 Project (NFL 2020) aims to improve learners' understanding of the significance of language learning, particularly English Additionally, it establishes a framework for evaluating the language proficiency of both teachers and students This extensive initiative requires attention and oversight from multiple departments.
The frame of 6-level language skills for vietnam
On 24 January 2014, the Ministry of Education and Training stipulated Circular
The Vietnamese Ministry of Education and Training issued No 01/2014/TT-BGDDT, establishing a framework for 6-level language skills in Vietnam (KNLNNVN) This framework is based on the Common European Framework of Reference for Languages (CEFR) while considering the local context and actual teaching conditions It categorizes language proficiency into three overarching levels—Basic, Independent, and Proficient—spanning six specific levels (from Level 1 to Level 6), which correspond to the CEFR levels A1 to C2.
Table 2.1 The frame of 6-level language skills for Vietnam
The frame of 6-level language skills for
The 6-level language skills framework for Vietnam is designed to enhance foreign language training programs across the national education system It targets two primary groups: learners who have completed seven years of language training starting from 6th grade, and those who have completed ten years starting from 3rd grade For non-specialized undergraduate institutions, graduates must achieve a language proficiency of level 3, while those in foreign language-specialized institutions must reach level 4 for three-year programs and level 5 for four-year programs Additionally, students are required to study two foreign languages concurrently, with the training duration for the secondary language not exceeding half of that for the primary language The framework also emphasizes the implementation of foreign language teaching programs for certain subjects at both basic and major levels in colleges and universities, particularly in key sectors at the senior college level.
The 6-level language skills framework for Vietnam serves as a unified standard for foreign language capacity requirements within the national education system It facilitates the development of curricula, selection of textbooks, lesson plans, and teaching materials, while also establishing criteria for inspection, testing, and assessment across various educational levels This framework ensures the transferability of foreign language training and aids teachers in choosing appropriate content and methods to meet program requirements Additionally, it enables students to comprehend the expectations at each language proficiency level and to self-assess their abilities Ultimately, it fosters opportunities for educational cooperation, exchange, and recognition of certificates with countries that utilize the Common European Framework of Reference for Languages (CEFR).
Table 2.2 General description of The frame of 6-level language skills for
Level 1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help
Level 2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g very basic personal and family information, shopping, local geography, employment) Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need
Level 3 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc Can deal with most situations likely to arise whilst travelling in an area where the language is spoken Can produce simple connected text on topics, which are familiar, or of personal interest Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans
Level 4 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options
Level 5 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
Level 6 Can understand with ease virtually everything heard or read Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations (Circular No 01/2014/TT-BGDDT, 2)
2.3.2 The frame of 6-level language skill for Vietnam – speaking skill
The frame of 6-level language skill for Vietnam – speaking skill has many different illustrative scales for each level However, in this part we will only focus on level 5
Table 2.3.The frame of 6-level language skill for Vietnam – speaking skill level 5
The individual demonstrates fluent and spontaneous spoken interaction, expressing themselves with ease They possess a strong command of a wide vocabulary, enabling them to navigate gaps in conversation through circumlocution There is minimal searching for words or avoidance of topics, with only conceptually challenging subjects potentially disrupting the natural flow of their language.
Describing experience Can give clear, detailed descriptions of complex subjects Can give elaborate descriptions and narratives, integrating sub themes, developing particular points and rounding off with an appropriate conclusion
Addressing audience Can give a clear, well-structured presentation of a complex subject, expanding and supporting points of view at some length with subsidiary points, reasons and relevant examples
Can handle interjections well, responding spontaneously and almost effortlessly
Conversation Can use language flexibly and effectively for social purposes, including emotional, allusive and joking usage
Transactions to obtain goods and services
Can cope linguistically to negotiate a solution to a dispute like an undeserved traffic ticket, financial responsibility for damage in a flat, for blame regarding an accident
Can outline a case for compensation, using persuasive language to demand satisfaction and state clearly the limits to any concession he/she is prepared to make
Can explain a problem, which has arisen, and make it clear that the provider of the service/customer must make a concession
Can participate fully in an interview, as either interviewer or interviewee, expanding and developing the point being discussed fluently without any support, and handling interjections well
Spoken fluency Can express him/herself fluently and spontaneously, almost effortlessly Only a conceptually difficult subject can hinder a natural, smooth flow of language
Accuracy and appropriate in terms of social language
Can use accurate, confident and effective pronunciation, vocabulary and grammatical structures in communication, but sometimes he/she still has to stop the transfer of reviews and find other expression
Many idiomatic expressions and colloquialisms can be recognized, reflecting changes in communication methods However, it is often necessary to seek clarification, particularly when encountering unfamiliar voices.
Test complication Can complete most of the tasks and answer most of the question (Circular No 01/2014/TT-BGDDT, 9, 10, 11, 12, 13, 14)
The 6-level language skills framework for Vietnam is established in alignment with the Common European Framework of Reference for Languages (CEFR), ensuring minimal differences in descriptions This framework allows both students and teachers to effectively read and comprehend the criteria to evaluate speaking proficiency.
The speaking skill
2.4.1 The definition of speaking skill
Speaking is a crucial productive skill in language teaching, defined as the process of building and sharing meaning through verbal communication (Chaney, 1988; Gebhard, 1996) According to Nunan (2003), speaking involves producing systematic verbal utterances to convey meaning, distinguishing it from writing Spoken language requires immediate listening and feedback, incorporating elements like stress, rhythm, and intonation In contrast, written language is visual and permanent, allowing for unlimited planning and editing, but typically lacks immediate feedback Thus, while speaking is an interactive and dynamic process, writing is a more static form of communication that relies on punctuation for clarity.
Overall, it is concluded by Hughes (2002, 10, 11) that there are some differences between spoken language and written language:
Planning and editing limited by channel
Visual Permanent; delayed reception Punctuation
Delayed or no feedback Unlimited planning, editing, revision
2.4.2 The importance of speaking skill
Language serves as a vital communication tool, enabling us to express and understand ideas through speech The significance of speaking skills is immense for language learners, as communication cannot occur without speech; otherwise, language becomes merely a written form (Qureshi, 2012) Language use is an active process within our communities, applied in various contexts, and any communication gap can lead to misunderstandings and issues To ensure effective communication, language speakers must receive targeted training in speaking skills While proficiency in all four language skills—listening, speaking, reading, and writing—is essential for becoming a well-rounded communicator, the ability to speak skillfully offers distinct advantages.
The ability to articulate thoughts and feelings through meaningful words offers significant advantages, including the immense joy of sharing ideas Engaging in conversation not only fosters a deeper understanding of oneself but also enhances clarity in communication, as highlighted by Robert Frost's insight: "I talk in order to understand." Effective speaking captivates an audience and ensures that the message is conveyed successfully While speaking skills are crucial for career success, they also play a vital role in personal development and aspirations.
As social creatures, humans inherently engage in communication, which involves the exchange of thoughts and ideas through various interactions This can manifest in sharing information, seeking assistance, and more, often accomplished through direct conversation The act of speaking plays a crucial role in human existence According to Ramelan (1992), all humans, regardless of their ability to record their language in writing, consistently utilize spoken language throughout their lives.
Effective speaking is crucial for mastering a foreign language, as it serves as a key indicator of a learner's success The assessment of speaking skills should not only focus on the learners' spoken performance but also consider their overall competence in utilizing the language effectively.
According to Bygate (1987), speech production consists of four key processes: conceptualization, formulation, articulation, and self-monitoring, which occur rapidly and are largely automatic for native speakers Additionally, the context plays a significant role in influencing speaking skills Speaking is a reciprocal activity, allowing for immediate responses between participants, and it involves equal speaking rights during oral interactions Furthermore, speaking typically occurs in face-to-face settings, requiring speakers to make quick decisions about their messages without the luxury of time for reflection.
According to Qinhai (2004), the four language skills are typically categorized based on the medium and activity of language learners Speaking and listening are associated with the aural medium, while speaking and writing are classified as productive skills In contrast, listening and reading are identified as receptive skills.
To sum up, speaking is obviously a productive skill involving some kind of productions on the part of the language user and is realized through the aural medium.
The proficiency test
Proficiency tests are designed to evaluate individuals' language abilities (Hughes, 2003) Key assessments include the Test of English for International Communication (TOEIC), the Test of English as a Foreign Language (TOEFL), and the International English Language Testing System (IELTS) Unlike TOEIC, these tests incorporate both receptive and productive skills, assessing listening, reading, speaking, and writing.
According to Hales (2011), proficiency tests in language teaching assess a learner's language level and can serve multiple purposes, including achievement tests that evaluate understanding of specific material, diagnostic tests that identify areas needing improvement, and prognostic tests that predict future performance in courses or exams The term "proficiency" in education encompasses various aspects, such as proficiency levels, scales, and cut-off scores on assessments, determining whether students meet established proficiency standards, and evaluating teachers' performance as proficient or non-proficient.
Students at Hue University College of Foreign Languages are required to pass an English proficiency test mandated by the Ministry of Education and Training (MoET) before graduation This assessment evaluates their English skills according to the 6-level language proficiency framework for Vietnam, aligning with the Common European Framework (CEF).
2.5.2 Importance of Proficiency test for English language teachers
Language proficiency refers to an individual's capability to communicate effectively in a learned language In Vietnam, the Ministry of Education and Training (MoET) has implemented the English Proficiency Test across various provinces to assess individuals' college-level English skills in listening, reading, speaking, and writing As part of the National Foreign Language Project 2020, it is anticipated that most English teachers will successfully pass this test.
Proficiency tests enable teachers to evaluate their language skills, allowing them to improve their professional qualifications According to the National Foreign Language Project 2020, such tests are essential for English teachers to achieve the project's objectives.
To become effective educators, teachers must continuously learn and develop their skills Nguyen (2011) highlighted the critical shortage of proficient English teachers and effective teaching methods, resulting in students who struggle to communicate in English meaningfully, despite nine years of schooling.
Language proficiency refers to an individual's capability to communicate effectively in a learned language (Hirsch, 2011) The Ministry of Education and Training (MoET) developed the English Proficiency Test to evaluate this ability nationwide, focusing on college-level skills in listening, reading, speaking, and writing This test serves as a crucial instrument for assessing the proficiency of teachers.
Effective language learning strategies are crucial for mastering a foreign language, particularly in enhancing speaking skills To prepare for proficiency tests, many students opt for extra classes to familiarize themselves with the test format and practice sample questions Unfortunately, educational institutions often neglect proper test preparation, providing only basic materials without adequate guidance, leaving students confused and unprepared In addition to extra classes, students should read about the test and practice similar questions, with teachers directing them to useful resources Familiarity with the test format is essential, and extensive practice is the key to success Practice tests help students understand the content, format, and timing of the real exam while allowing them to identify and learn from their mistakes Finally, students should manage their stress levels, as undue pressure can hinder performance, and thorough preparation is the best path to achieving positive results.
Test preparation strategy: speaking skill Speaking is a multifaceted construct
According to Thornbury and Slade (2006), the complexity of speaking arises from its pervasive role in daily language use, making it challenging to define Speaking is deeply integrated into our interactions, and insights from linguistics, psychology, anthropology, and sociology further complicate its definition (Gumperz, 1999) Consequently, creating a concise yet comprehensive definition of speaking is difficult; instead, we can describe it through its features, functions, and conditions.
Speaking skills pose a significant challenge for Vietnamese students, particularly those in rural areas, and are crucial for achieving high scores in exams This skill requires consistent practice, and many students struggle to attain their desired scores To prepare effectively for speaking exams, students should employ various techniques, such as engaging in group discussions, practicing with non-course materials, and seeking opportunities to converse with native speakers According to Walkinshaw and Duong (2012), the key to improving speaking skills is to communicate as much as possible Additionally, taking extra speaking classes and overcoming the fear of making mistakes are vital for progress Duong (2012) emphasizes that practicing with native speakers is a highly effective strategy, but the best approach combines all these methods for optimal results.
Hung (2011) suggests that students preparing for speaking tests should research the speaking skill descriptions outlined in the 6-level language skills framework for Vietnam (KNLNNVN) level 5 This approach provides clarity on the test requirements and helps students identify specific areas for improvement to better prepare for the exam (Nguyen, 2011).
To effectively prepare for the IELTS or TOEFL tests, students should utilize online practice tests This approach helps them familiarize themselves with the test format and anticipate potential topics Ultimately, diligent practice and dedicated study are key to successful preparation.
Washback, a concept in applied linguistics (Alderson & Wall, 1993) and general education (Biggs, 1996), refers to the influence of testing on teaching practices It is characterized as “the impact of a test on teaching,” indicating that tests can significantly shape classroom dynamics, both positively and negatively (Wall & Alderson, 1993).
The Proficiency Test plays a crucial role in evaluating both students' language abilities and teachers' effectiveness in teaching English However, since the implementation of the National Foreign Language Project 2020, the test has also produced some unintended negative consequences.
The National Foreign Language 2020 project, as highlighted by Hung (2011), is a significant initiative that spans several years and impacts various sectors, involving 80,000 teachers and 20 million students over a decade Currently, the project is focused on training 600 English teachers and 670 educational management staff across multiple provinces However, Hung emphasizes a critical issue: the longstanding emphasis on teachers' diplomas rather than their actual language skills has led to alarming results After eight years, test results reveal that nearly 97 to 98 percent of teachers are not qualified, a situation echoed in provinces like Lai Chau, where 98.5 percent of English teachers failed competence tests (Nguyen, 2014).
Chapter conclusion
This chapter will describe the research methodology including: (1) research approach, (2) research site and participants, (3) description of data collection, (4) method to analyze data, (5) and finally the conclusion of the chapter.
Research approach
This study investigates the strategies employed by fourth-year EFL students at Hue University of Foreign Languages to prepare for the Level 5 English Proficiency Test, specifically focusing on speaking skills To address the three research questions outlined in Chapter 1, a combination of qualitative and quantitative methods, including questionnaires and interviews, will be utilized in this chapter.
The study primarily employed a qualitative approach to gather insights from fourth-year EFL students regarding the significance of the English Proficiency Test – Level 5, specifically focusing on their strategies for preparing for the speaking component Additionally, a quantitative approach was utilized to assess students' awareness of the English Proficiency Test – Level 5 related to speaking skills.
Research site and participants
Hue University College of Foreign Languages (HUCFL) was chosen as the research site for this study due to my five years of English learning experience there HUCFL is among the universities in Vietnam implementing the National Foreign Language Project The study involved 100 randomly selected fourth-year EFL students who had completed the Level 5 proficiency test prior to their graduation on July 6 and August 24, 2015.
Data collection
The instruments used in this research consisted of questionnaires and interviews
Questionnaires serve as a primary tool for collecting quantitative data in a standardized manner, ensuring internal consistency and coherence for effective analysis They offer numerous advantages for researchers, facilitating the collection and recording of information on specific issues of interest.
As McLeod (2014) noted, questionnaires provide a relatively cheap, quick and efficient way of obtaining large amounts of information from a large sample of people
Questionnaires are a cost-effective and efficient method for assessing the behavior, attitudes, preferences, opinions, and intentions of large groups Consequently, they are well-suited for this research aimed at understanding fourth-year EFL students' perceptions of the English Proficiency Test, Level 5, specifically regarding their speaking skills and preparation strategies A questionnaire comprising 23 close-ended questions and 1 general question was designed using the Likert scale, with responses ranging from 1 (strongly agree) to 5 (strongly disagree) All distributed questionnaires were completed and returned, with the researcher available to clarify or translate questions into Vietnamese as needed Tables 3.1 and 3.2 provide an overview of the questionnaire item distribution.
Table 3.1: Summary of the questionnaires
Students perceptions toward English Proficiency
Test-Level 5 (The frame of 6-level language skills for Vietnam)
Students perceptions toward English Proficiency
Test-Level 5 speaking skill (The frame of 6-level language skills for Vietnam)
Strategy to prepare for English Proficiency Test-
Difficulties students tend to encounter when taking
English Proficiency Test-Level 5 on speaking skill
In the initial phase, a pilot survey was conducted with 20 participants using a questionnaire consisting of 23 questions The data collected were analyzed for reliability using the Statistical Package for the Social Sciences (SPSS), version 16 The analysis revealed a high reliability score, with Cronbach's Alpha calculated at 701, as presented in Table 3.2.
Table 3.2 The reliability Statistics of the students’ questionnaires Reliability Statistics
After that, the students‟ questionnaires were delivered to one hundred students at HUCFL in Hue to collect the real data for chapter 4 of the research
Qualitative research interviews, as defined by Kvale (1983), aim to gather detailed descriptions of the interviewee's life-world and the meanings they attribute to their experiences These interviews are particularly effective for uncovering the narratives behind participants' experiences and allow interviewers to delve deeper into specific topics They can also serve as follow-ups to questionnaire responses, providing a means to explore answers in greater depth (McNamara, 1999) One significant advantage of qualitative interviews is their ability to yield complex, in-depth data that is often unattainable through traditional questionnaires or structured interviews However, challenges include the subjective nature of interviewee responses and the potential for distractions that may lead to unreliable answers Therefore, it is crucial for interviewers to carefully design their questions and prepare thoroughly for the interview process For this research, a set of ten questions was developed, with five focused on specific areas of inquiry.
This article discusses a study involving five teachers at HUCFL who were focused on teaching speaking skills in English as a Foreign Language (EFL) The research primarily examines the perceptions of both teachers and students regarding the Level 5 English Proficiency Test, specifically concerning speaking skills and preparation strategies Interviews lasted between ten to fifteen minutes, and to facilitate better understanding, five questions for students were translated into Vietnamese, allowing them to express their thoughts and feelings accurately (See appendix 2).
Procedure
The procedure of data collection will follow four steps below:
Step 1 : the questionnaires and interview questions were designed for 100 forth-year
Step 2 : the questionnaires were distributed to 100 fourth- year students at HUCFL during the break time
Step 3 : 100 fourth- year students were chosen randomly to answer the questionnaires
Then, the researcher would invite 10 or 15 first year students to interview as well
Step 4 : the researcher would make appointments with some teachers to ask them some questions
The reason for the researcher to choose fourth-year students was that because these students took the test at the end of their last year.
Data analysis
The researcher utilized SPSS for data analysis in this study, as it provides a more efficient and accurate means of obtaining results compared to traditional statistical tools The quantitative data gathered from questionnaires and interviews aimed to investigate the strategies employed by EFL students at Hue University of Foreign Languages in preparing for the English Proficiency Test – Level 5, particularly in speaking skills Once the questionnaires and interviews were completed, the responses were coded and organized within SPSS Key metrics such as mean scores, participant totals, and percentages were collected and analyzed, with the findings presented in tables and charts for clarity The data collection and analysis procedures were meticulously executed to ensure reliability and trustworthiness Detailed findings and discussions will be presented in Chapter 4.
FINDING AND DISCUSSION
Introduction
This chapter presents the findings from questionnaires and interviews aimed at addressing three key research questions regarding fourth-year EFL students at Hue University of Foreign Languages Firstly, it explores their perceptions of the English Proficiency Test-Level 5, specifically focusing on the speaking skill as outlined in the 6-level language skills framework for Vietnam Secondly, it examines the preparation strategies these students employ for the same test Lastly, it identifies the difficulties encountered by students during the English Proficiency Test-Level 5 on speaking skill The results are organized into five main sections: an analysis of student perceptions, a discussion on their views regarding the speaking skill component, an overview of their preparation strategies, an examination of the challenges faced, and a final section dedicated to teachers' perceptions of the English Proficiency Test-Level 5 speaking skill.
To evaluate the reliability of the questionnaires, 23 items from the students' questionnaire were analyzed using SPSS version 16.0 The results indicated a high reliability coefficient (Cronbach’s Alpha = 728), demonstrating good reliability and validity of the measuring scale Additionally, the findings from the questionnaire were analyzed using Descriptive Statistics.
Student‟s perceptions of English proficiency test-level 5
4.2.1 Students’ perception of English Proficiency Test-Level 5 as a difficult
Most students agreed that English Proficiency Test-Level 5 is a very difficult test for them to take It shows clearly with the figure 4.1 below
Figure 4.1: Students’ perception of English Proficiency Test-Level 5 as a difficult test
According to Figure 4.1, a significant majority of students, comprising 72% who agree and 14% who strongly agree, perceive the English Proficiency Test-Level 5 as a new and challenging language assessment Only 2 out of 100 students were undecided, indicating a clear consensus among fourth-year students regarding the test's difficulty.
4.2.2 Student’s perception of English Proficiency Test-Level 5 as a reliable test to evaluate their language ability
The new format of the test presents challenges for students, making thorough preparation essential Additionally, the curriculum demands that students master various subjects alongside their core skills, complicating their ability to perform well on the test.
Students‟ opinion on English Proficiency Test-Level 5 as a reliable test to evaluate their language ability has been shown clearly below
Figure 4.2: Students’ perception of English Proficiency Test-Level 5 as a reliable test to evaluate their language ability
According to Figure 4.2, a significant majority of students, 66%, expressed that the English Proficiency Test-Level 5 is not a reliable measure of their language ability, with an additional 22% strongly agreeing with this sentiment.
4.2.3 Student’s perception of English Proficiency Test-Level 5 as a necessary test before graduate
As a part of the National Foreign Language 2020 Project, English Proficiency Test-Level 5 has been becoming a compulsory test before graduation for English students
Figure 4.3 Student’s perception of English Proficiency Test-Level 5 as a necessary test before graduate
Figure 4.3 illustrates students' perceptions regarding the necessity of taking the English Proficiency Test-Level 5 prior to graduation The data reveals that only a small percentage of students, specifically 4% who disagree and 6% who strongly disagree, believe that the test is unnecessary In contrast, a significant majority, comprising 62% who definitely agree and 28% who agree, acknowledge the importance and compulsory nature of the English Proficiency Test-Level 5 for their academic success.
“In my opinion, taking a Proficiency test before graduating is important because after the test I will know my English level” (Students interview, July 28 th , 2015)
The test is challenging and raises the question of its compulsory nature Many students dislike it, as failing the test prevents them from obtaining their Graduation Certificate.
Many students acknowledge the significance of the English Proficiency Test-Level 5 and agree on its necessity before graduation However, they find it challenging to take the test as a reliable measure of their language skills after four years of study A considerable number of students believe the test is difficult and feel it is not the sole method to assess their language proficiency.
Students‟ perception of English proficiency test-level 5 on speaking skill
According to the questionnaires and interviews conducted, the majority of students identified the speaking skill as the most challenging among the four language skills This section will explore students' perceptions of the speaking component of the English Proficiency Test-Level 5.
N Minimum Maximum Mean Std Deviation
Cluster 2 including Q6, Q7, Q8, Q9 and Q10,(see Appendix 3) presents students‟ perception of English Proficiency Test-Level 5 speaking skill Table 4.1 illustrates that the Mean of the whole cluster 3 is 3.9520, nearly reaching to the Agree scale value in the Likert-scale with value ranking from 1 (strongly disagree) to 5 (strongly agree) It could be implied from the Mean that most students have a clear perception about English Proficiency Test-Level 5 speaking skill and they found it is difficult to take the speaking test
Figure 4.4: Students’ perception of English Proficiency Test-Level 5 on speaking skill
The perceptions of fourth-year students regarding the English Proficiency Test-Level 5 speaking skill were analyzed through selected questions (Q6, Q7, Q8, Q9, and Q10) from the questionnaires (see Appendix 1) As illustrated in Figure 4.3, the mean scores for each item indicate a high level of awareness among students about the speaking skill required for the test The results show a strong tendency towards agreement on the importance of this proficiency.
Figure 4.3 illustrates that question Q8 has the highest mean score of 4.16, while question Q7 has the lowest mean score of 3.62 The small gaps in the mean scores indicate that students generally perceive the English Proficiency speaking skill test as one of the most challenging sections, highlighting its importance in assessing their speaking abilities.
Strategies that students use to prepare for English proficiency test-level 5 on
Preparation strategy is very important before taking any test In order to pass the English Proficiency Test-Level 5 on speaking skill there are some strategy that
Figure 4.5: Preparation strategy: taking extra (speaking) class
According to Figure 4.5, 62% of students believe that enrolling in an additional speaking class is an effective strategy for test preparation, while only 6% disagree and 4% are undecided Additionally, 28% of students strongly oppose this view.
It could be clarified by an opinion from the interview:
“I think taking an extra (speaking) class is a very good way to prepare for the test, because we will have more time to practice speaking” (Interview with student July
“Taking an extra (speaking) class is not a good way to prepare for the test, because it is difficult to find a good class to study” (Interview with student July 19 th 2015)
In conclusion, enrolling in an additional speaking class can be an effective strategy for students seeking to enhance their speaking skills Often, the limited duration of regular classes may not provide sufficient opportunities for students to develop their speaking abilities through focused practice.
Figure 4.6: Preparation strategy: Practice speaking English with foreigner/communicate with native speakers
The pie charts in Figure 4.5 illustrate students' opinions on practicing English speaking with foreigners or communicating with native speakers as an effective method for enhancing their speaking skills Figure 4.6 reveals a significant disparity in responses, with only 6% of students expressing disagreement, while 20% strongly agreed and 68% agreed with the statement.
The chart indicates that almost all students believe that practicing English with foreigners and communicating with native speakers is the most effective way to enhance their speaking skills This strategy is widely adopted among students as it not only improves their speaking abilities but also boosts their listening skills Many students echo this sentiment.
Practicing English by communicating with native speakers is a highly effective method for enhancing speaking skills and preparing for tests I often visit Le Loi Park during my free time to seek opportunities for conversation with foreigners.
Practicing English by communicating with native speakers is the most effective preparation strategy, as it enhances both pronunciation and vocabulary.
“I love to practice speaking English with foreigner/communicate with native speakers because it improves my Speaking skill a lot” (Student interview, July 28 th 2015)
To support students in their test preparation, teachers should encourage them to practice speaking English with foreigners and communicate with native speakers as much as possible.
Engaging in group discussions, classes, or clubs is an effective strategy for students to prepare for their tests The following pie chart illustrates students' opinions on this approach.
Figure 4.7: Preparation strategy: Participating in discussions in groups or classes, or clubs
Figure 4.6 illustrates students' perspectives on engaging in group discussions or clubs as a strategy for preparing for the level 5 proficiency speaking skill test The chart indicates that only a small percentage of students utilize this approach to enhance their speaking skills for the proficiency test.
A significant 68% and 20% of students strongly believe that participating in group discussions, classes, or clubs is essential This indicates that engaging in such discussions is an effective strategy for test preparation As one student noted in an interview on July 28, 2015, the importance of these interactions cannot be overstated.
Participating in discussions within groups, classes, or clubs is essential for enhancing speaking skills Engaging in these activities not only boosts presentation abilities but also builds confidence in responding to questions from proctors.
Additionally, asking an interlocutor to correct a mistake when speaking English is a very useful strategy The following pie chart (figure 4.8) shows the difference among the opinions:
Figure 4.8: Preparation strategy: Asking an interlocutor to correct a mistake when speaking English
According to the data presented in Figure 4.8, 24% of students disagree that speaking English is useful, while only 2% find it beneficial In contrast, a significant 66% of participants believe that asking an interlocutor to correct mistakes while speaking English is very helpful for test preparation, with over 8% expressing strong agreement with this strategy These findings indicate that students possess a positive awareness of the value of seeking corrections from others when communicating in English.
Understanding the requirements of the Level 5 Proficiency speaking test is crucial for students, as it helps them identify the areas needing improvement Figure 4.9 illustrates students' perspectives on this statement.
Figure 4.9: Preparation strategy: know about the requirements of the speaking test level 5
According to Figure 4.8, 88% of students believe that understanding the requirements of the Level 5 speaking test is crucial for effective preparation, with 20% strongly agreeing and 68% agreeing This indicates a strong desire among students to enhance their awareness of the Proficiency test Level 5 speaking skills A student interview conducted on July 28, 2015, further emphasizes this sentiment.
“I would love to know clearer about the test requirements so that I could focus on them to prepare for my test” (Student interview, July 28 th 2015)
Figure 4.10: Preparation strategy: doing exercises in speaking skill under the form of Proficiency Test-Level 5
In Chapter 2, it is recommended that students familiarize themselves with the Proficiency Test-Level 5 by practicing sample tests The accompanying pie chart illustrates that nearly 90% of students support this approach, while only a small percentage express disagreement.
Difficulties students tend to encounter when taking English proficiency test-level
Cluster 4 including Q17, Q18, Q19, Q20, Q21, Q22 and Q23, (see Appendix 1), presented the difficulties students tend to encounter when taking English Proficiency Test-Level 5 on speaking skill
Table 4.2: Difficulties students tend to encounter when taking English Proficiency Test-Level 5 on speaking skill
N Minimum Maximum Mean Std Deviation
Table 4.2 indicates that the mean score of cluster 4 is 3.9, suggesting that the majority of participants recognize the challenges they will face during the test Figure 4.11 illustrates these results more clearly.
Figure 4.11: Difficulties students tend to encounter when taking English Proficiency Test-Level 5 on speaking skill
The mean score of all items are above the average level (4, 4.3, 3.9, 4, and 3.5)
Students face numerous challenges while preparing for the test, primarily due to a lack of understanding about the test format and the National Foreign Language 2020 Project (NFL 2020) Most participants acknowledged that their unfamiliarity with the test contributed significantly to their difficulties Despite having a generally positive perception of the Proficiency Test-Level 5 in speaking skills, their understanding remained somewhat unclear Therefore, it is crucial to familiarize students with the NFL 2020 project and provide a clear overview of the Proficiency Test-Level 5 in speaking skills prior to the examination.
Teachers‟ perception toward English proficiency test-level 5 on speaking skill
As presented in Chapter 2, in order to evaluate an individual‟s English abilities
Level 5 being promulgated with the same purpose It not only evaluates students‟ language abilities but also assesses teachers‟ quality According to the interview, most teachers have specific and positive perception about the proficiency test Teachers‟ perception toward English Proficiency Test-Level 5 on speaking skill shows in the interview:
The English Proficiency Test-Level 5 is a crucial assessment for evaluating my language skills Taking this test allows me to reflect on my knowledge and abilities in English.
“If students take and pass English Proficiency Test-Level 5 before they are graduated they could be a qualified teacher at the first place” (Interview with teacher, July 29 th ,
Most teachers demonstrate a strong awareness of the Level 5 English Proficiency Test, particularly regarding speaking skills Consequently, they can assist their students by providing effective preparation guidelines for the test.
