Background to the study
In today's globalized world, communication occurs frequently through online and offline conferences and social media, with English emerging as the dominant global language (Crystal, 2003) It is primarily used at international events and plays a crucial role in daily life and business interactions Individuals utilize English to present ideas to diverse audiences and access professional development materials, while companies engage in English to negotiate business deals and foster relationships with international partners Furthermore, studying English contributes to cognitive growth (Martensson et al., 2012).
The increasing use of English in the workplace offers significant advantages, particularly in Vietnam, where TOEIC is a graduation requirement for over 127 educational institutions and is recognized by more than 350 companies (ETS, 2021) Multinational corporations such as Samsung, LG, ABB, and Microsoft have adopted English as their official corporate language to enhance communication and collaboration across different regions Proficiency in English is essential for employees to effectively share ideas, as relying on native languages is often insufficient in a global business environment Additionally, domestic firms like Vietnam Airlines and Long Son Refinery require their staff to use English for most interactions with international partners, as it is the only accepted language for business communications.
English serves as a vital communication tool and a key factor in promotion opportunities for employees Many companies actively encourage their staff to learn English, as those who improve their language skills are more likely to receive promotions This not only benefits the employees but also enhances the company's overall performance by having a workforce with high English proficiency Additionally, companies utilize English in their recruitment processes, favoring candidates with strong English skills, which increases their chances of being hired Ultimately, the integration of English in the workplace creates a mutually beneficial scenario for both employees and employers.
The Test of English for International Communication (TOEIC) is the preferred assessment for evaluating employees' English proficiency in the workplace due to its proven effectiveness The test features questions based on real-world scenarios, accurately measuring individuals' communication skills High scorers can utilize English efficiently for personal and organizational benefits Additionally, the test is time-efficient and cost-effective, contributing to its popularity as the leading choice for workplace language assessments.
The TOEIC requirements are generally more achievable for young individuals with ample time, but they pose significant challenges for working adults with family responsibilities Many feel that dedicating time to TOEIC preparation detracts from their primary obligations and disrupts their work-life balance While those with a solid foundation in English may find the test manageable, it can be daunting for those less proficient in the language Consequently, test results often reflect the English proficiency of the candidates, creating obstacles for both company managers and employees.
Despite widespread challenges faced by test-takers in studying for the TOEIC, there remains a significant gap in research addressing these issues, particularly for working individuals and company employees Previous studies have primarily focused on students, leaving out the unique difficulties encountered by other demographics Consequently, the research community is in need of more comprehensive studies that explore the specific challenges faced by professionals in preparing for and taking the TOEIC exam.
Statement of the problem
Numerous studies, including those by Dari (2021), Nguyen Hiep Thanh Nga et al (2020), Zahruni et al (2020), and Shin and Lee (2012), have explored the challenges faced by test-takers However, there is a pressing need for more research focused on the difficulties encountered by working individuals, who often struggle to identify the factors that significantly impact their test scores and language learning attitudes These challenges may stem from the test format or the test-takers themselves, making it difficult to achieve desired TOEIC scores or effectively use the language in everyday and professional contexts It is essential to investigate the specific obstacles related to the test and its candidates, particularly since these test-takers are typically employees with limited time for language study and test preparation, as their primary responsibilities revolve around career advancement and family well-being.
At Camau Fertilizer Company, employees are required to take the TOEIC test every two years, leading to a significant number of individuals struggling to meet the necessary scores This has created anxiety among those who have failed, despite their considerable efforts and investments in improving their language skills The challenges hindering employees from achieving their desired TOEIC band scores may include insufficient time, inadequate language background, lack of interest and motivation, as well as limited strategies and experience in test-taking.
The board of directors at Camau Fertilizer Company seeks to identify the challenges faced by employees in taking the TOEIC test and develop effective strategies to support them in meeting the company's English requirements It is essential for both employees and directors to collaborate in addressing the issues that have hindered TOEIC test-takers, which underscores the purpose of this research: to explore the difficulties encountered by employees during the TOEIC examination process.
Aims and objectives of the study
The research aims to explore difficulties encountered by employees at Camau Fertilizer Company in taking the TOEIC Specifically, the objectives of the study are:
To investigate the test-related difficulties that employees of Camau Fertilizer Company have when they take the TOEIC
To explore the test-taker-related difficulties that employees of Camau Fertilizer Company have when they take the TOEIC.
Research questions
The study attempts to address the following two questions to achieve the above objectives:
1 What test-related difficulties do the employees of Camau Fertilizer Company have when they take the TOEIC?
2 What test-taker-related difficulties do the employees of Camau Fertilizer Company have when they take the TOEIC?
Scope of the study
This research specifically addresses issues related to the TOEIC test, which is widely utilized in the workplace, particularly at the research site The study focuses on evaluating listening and reading comprehension skills, as these are more straightforward and suitable for employees, rather than assessing all four language skills Additionally, teaching and learning English are excluded from the scope of this research since the company does not provide English training The investigation is concentrated on two primary factors: test-related and test-taker-related difficulties, chosen for their efficiency in terms of time and cost.
The research utilizes a mixed methodology that combines both quantitative and qualitative approaches, enhancing the study with rich data derived from semi-structured interviews and closed-ended questionnaires Participants include technicians, engineers, experts, and department managers, as company policies restrict other groups from taking the TOEIC The study is conducted exclusively at the Camau Fertilizer Plant, chosen for its geographical convenience rather than involving other company branches.
Significance of the study
This study is poised to make significant contributions both theoretically and practically It enhances the existing literature on linguistic challenges faced by test-takers of the TOEIC, identifying common issues in listening and reading comprehension Additionally, it opens avenues for future research into non-linguistic factors affecting employees during English assessments The researcher also gained valuable knowledge and experience throughout the research process Ultimately, the findings offer crucial insights into the difficulties English learners encounter in mastering the language and obtaining relevant certifications.
The research findings will assist company employees in recognizing the challenges they face while preparing for the TOEIC and learning English, enabling them to identify effective strategies to achieve their target scores Additionally, the study offers valuable insights for company directors and the human resources department, highlighting the linguistic obstacles employees encounter in their efforts to improve their language skills.
English competency and give evidence to implement a supportive program for those committed to acquiring the TOEIC certificates and the English language level of proficiency.
Definitions of key terms
- Test-related difficulties refers to the problems that intrinsically belong to the test In this research, they are the test time limit, culture-specific topics, and the test format
- Test-takers refers to the people who take the test In this research, test- takers are the company employees who must take the TOEIC according to the company requirements
Test-taker-related difficulties encompass the challenges faced by individuals during assessments, particularly in the context of English proficiency Key issues identified include a lack of motivation, insufficient preparation, inadequate practical training, and heightened anxiety levels.
LITERATURE REVIEW 2.1 Introduction
Language Testing
2.2.1 Test, language testing, and its importance
Shohamy (2020) argues that tests are powerful instruments frequently employed in undemocratic and unethical manners, serving as disciplinary tools to enforce various policy agendas These assessments can significantly impact individuals' lives by shaping their knowledge and behavior.
In 2002, Brown defined a test as a tool for assessing an individual's abilities, knowledge, or performance in a specific area While this definition appears straightforward, creating an effective test is a complex endeavor that blends scientific principles with artistic creativity.
A well-constructed test is an instrument that accurately measures the test taker's ability within a particular environment
Language testing, as defined by Hornberger and Shohamy (2008) in the Encyclopedia of Language and Education, is a branch of applied linguistics focused on evaluating language proficiency in various contexts, including educational institutions and the workplace This assessment encompasses listening, speaking, reading, writing, and the integration of these skills, serving multiple purposes such as measuring a student's language abilities for academic placement or determining a candidate's language skills for employment Ultimately, language assessments are effective tools for gauging an individual's language capabilities across diverse settings.
Language testing plays a crucial role in language teaching, as highlighted by Ali (2020), who emphasizes that evaluating language skills is essential for assessing progress and the effectiveness of instructional methods Tests not only measure learners' achievements but also offer valuable insights into their growth, learning styles, and levels of anxiety, making assessment an integral part of the educational process.
Assessing language ability involves a complex process that necessitates the use of accurate linguistic measurement tools Language tests vary based on the specific skills or competence levels being evaluated As outlined by Language Testing International (LTI), the five main types of language testing include placement, diagnostic, achievement, proficiency, and aptitude assessments.
Placement tests are essential tools used by educational institutions to assess a student's suitability for a language program These tests help categorize language learners based on their linguistic abilities, allowing teachers to effectively group students with similar language development levels Consequently, this targeted approach enables educators to provide tailored support, fostering improvement in each learner's linguistic skills.
Diagnostic tests are essential tools that help identify the strengths and weaknesses of language learners The insights gained from these assessments enable language teachers to tailor their instruction and support, ultimately enhancing students' language skills.
Achievement tests are designed to evaluate the appropriateness of instructional goals by aligning closely with the teaching and learning content This alignment ensures that the instructional program and testing objectives are in harmony, resulting in beneficial washback effects.
Proficiency tests assess learners' language skills independently of specific instructional goals, focusing solely on their ability to use the language effectively Notable examples of these tests include the TOEIC, IELTS, and TOEFL, which are widely recognized for evaluating language proficiency.
Aptitude tests are designed to assess an individual's potential to learn a language, serving as a tool for language institutions to classify learners based on their scores However, it is essential to administer these tests with caution, as they may not account for critical factors such as language learning strategies, motivation, attitude, and personality, which can significantly influence language acquisition.
The TOEIC test and its related issues
The Test of English for International Communication (TOEIC) is a standardized English proficiency test designed for non-native speakers by the Educational Testing Service (ETS) It assesses how effectively individuals communicate in English within international work environments Test scores, reflecting the examinees' proficiency in business communication, are provided in hard copy within a month, varying by location Importantly, TOEIC does not necessitate advanced academic knowledge or specialized vocabulary, focusing instead on everyday English used in professional settings.
The Educational Testing Service (ETS) offers three types of TOEIC tests: the TOEIC Reading and Listening Test, the TOEIC Speaking and Writing Test, and the TOEIC Bridge Test Among these, the TOEIC Reading and Listening Test is favored for its practicality and cost-effectiveness This test consists of two main sections: the listening comprehension test, which includes four sub-tests and lasts about 45 minutes, and the reading comprehension section, comprising three sub-tests with a duration of 75 minutes Each section contains 100 questions.
An examinee's TOEIC score is determined by the number of correct answers, with each correct response worth 5 points The listening and reading sections each have a maximum score of 495, allowing for a total possible score of 990 if no answers are incorrect For instance, an example score report from ETS shows a test-taker achieved 420 in listening and 445 in reading, resulting in a combined total score.
The ETS test is designed to assess various levels of English proficiency, allowing test-takers to showcase their abilities Instead of a traditional pass or fail, the focus is on the satisfaction of examinees in achieving their goals Higher scores indicate a better understanding of English for everyday communication.
The TOEIC, an internationally recognized certificate, has garnered significant attention from millions of students, graduates, and employees globally, as it is perceived to be widely accepted and highly valued by corporations, educational institutions, and government agencies Academic institutions utilize TOEIC test scores for various purposes, including entrance and exit requirements, and to place students in suitable English courses (Nguyen Thi Thanh Ha, 2020; Park et al., 2020) In Vietnam, most universities require this certificate as a language proficiency benchmark for both undergraduate and postgraduate programs.
Many companies now require employees to obtain English or TOEIC certificates to remain competitive in the global market This has led thousands to strive for language proficiency, as the TOEIC certificate is essential for standing out among peers and securing job positions Companies often establish score standards based on the English proficiency levels needed for specific roles, with a preference for the TOEIC test due to its straightforward format compared to other tests like IELTS or TOEFL Additionally, organizations provide English-language training to help employees achieve the necessary TOEIC band scores that align with their professional requirements.
Test-related Difficulties
Understanding the test time limit is crucial for effective exam preparation, as each test type has specific durations: IELTS allocates 60 minutes for reading and writing, and 40 minutes for listening, while TOEIC provides 45 minutes for listening and 75 minutes for reading Familiarity with these time constraints enables test-takers to manage their time wisely and apply the best strategies for each question.
The time limit imposed on tests is a significant challenge for test-takers, often leading to heightened anxiety and negatively impacting academic performance Many individuals feel pressured during examinations, with some researchers suggesting that the strict time constraints are a major contributor to this stress (Avnet & Anne, 2011) When the allotted time is insufficient, test-takers struggle to thoughtfully consider and answer each question, resulting in lower scores than they might achieve with a more reasonable time frame (Bridgeman et al., 2004).
Effective time management is crucial for success in multiple-choice tests like the TOEIC, as the stringent time limits can significantly impact performance Research by Misra and McKean (2000) highlights the connection between effective time management, stress reduction, and improved academic outcomes Many test-takers find the TOEIC's limited time particularly challenging, making it essential to teach strategies such as skimming and scanning These skills enable candidates to manage their time wisely, allowing them to focus more on sections that require additional attention In the reading comprehension portion, those who struggle with lengthy texts within tight time constraints often fail to complete all questions, underscoring the importance of time management techniques.
The intricate relationship between culture and language is essential for effective language acquisition, as language encompasses not only vocabulary and grammar but also cultural norms and cognitive processes Understanding culture-specific attributes is crucial, as test questions related to a particular culture can confuse those unfamiliar with its context, potentially leading to lower scores due to incorrect answers Without a deep understanding of these cultural nuances, examinees may struggle to navigate culture-specific questions effectively.
Culture-specific topics can pose challenges for test-takers, even though they are not the primary focus of the test Many English idioms, such as "the last straw," have meanings that differ significantly from those in the test-takers' native languages For instance, the Vietnamese equivalent, translated as "the final drop of water," fails to capture the idiomatic meaning of a cumulative problem that makes a situation intolerable, as defined by the Cambridge Dictionary.
Research by Shin and Lee (2012) indicates that understanding American culture enhances TOEIC scores, as students who engaged with cultural lessons demonstrated improved reading comprehension compared to those who did not Additionally, Yousef et al (2014) found that language learners unfamiliar with diverse cultural backgrounds struggle to understand reading passages related to unfamiliar cultural issues This highlights that a reader's cultural background significantly influences their ability to comprehend texts, suggesting that knowledge of the subject matter is crucial for effective reading, regardless of language proficiency.
The TOEIC listening and reading test, as outlined by ETS (2021), is a paper-and-pencil, multiple-choice assessment consisting of two timed sections: listening and reading, each featuring 100 questions The entire test lasts approximately two hours, with the listening portion taking 45 minutes and the reading portion 75 minutes The listening section includes four parts: photographs, question-response, conversations, and short talks, where test-takers listen to recorded English dialogues and answer related questions Conversely, the reading section comprises three parts: incomplete sentences, text completion, and reading comprehension, requiring test-takers to read various texts and respond to questions based on their understanding.
Zahruni et al (2020) highlighted that many TOEIC examinees faced difficulties in understanding the test format due to various factors, including it being their first attempt, lack of preparation time, and limited English proficiency coupled with low motivation to study Similarly, Cohen (2009) found that a significant number of test-takers also struggled with comprehending the test format and encountered challenges with certain questions.
Test-taker-related difficulties
Language proficiency assesses an individual's mastery of a language across four key domains: reading, writing, speaking, and listening Proficiency tests typically evaluate both receptive and expressive skills, including syntax, vocabulary, and semantics Individuals with low English proficiency often struggle to achieve high scores on English assessments and face challenges in effective communication and English-related employment According to ETS, TOEIC scores range from 10 to 990, reflecting varying levels of language competency.
The equivalence between the TOEIC scores and English proficiency levels
10-250 Basic English proficiency (survival skills)
255-400 Elementary proficiency (very limited communication)
405-600 Elementary proficiency plus (limited communication)
Test-takers scoring below 400 on the TOEIC exam do not reach proficiency in English, highlighting a clear correlation between TOEIC scores and proficiency levels As proficiency increases, so do TOEIC scores, indicating that to meet their target scores, individuals must enhance their English grammar and vocabulary skills This immersion is crucial for success on authentic TOEIC tests Research by Chiang (2018) further emphasizes the importance of vocabulary size, demonstrating its significant impact on TOEIC performance and overall English proficiency.
Miller (2003) emphasized that low-level learners should focus on general English courses to develop foundational skills before attempting TOEIC preparation materials, as they may encounter difficulties in the test's listening sections To succeed, these learners must practice reading questions quickly to grasp the main ideas before the audio begins Ultimately, improving overall English proficiency is crucial, as those with strong language skills perform well on tests, while those lacking competence may find the exams challenging and should reconsider their readiness to take them.
Motivation is the driving force behind why individuals, including humans and animals, engage in behaviors at specific times, influencing their pursuit of goals (Wasserman, 2020) It can be categorized as intrinsic, where activities are pursued for their inherent enjoyment, or extrinsic, where actions are taken to achieve external rewards (Ryan & Deci, 2000) In the context of learning English, motivation plays a crucial role; without it, attaining proficiency and desired test scores becomes challenging Highly motivated learners possess the determination to navigate their language learning journey, while a lack of motivation can lead to feelings of demotivation when faced with obstacles.
Motivation is a crucial factor in language learning, as it significantly influences students' success in acquiring a second or foreign language According to Cohen and Dörnyei (2002), motivation is a key learner variable, with other factors relying on its presence The complexity of motivation in language learning underscores its importance in determining educational outcomes (Sahil, 2018).
Research indicates that three key factors influence second language acquisition: age, personality, and motivation, with motivation being the most crucial (2000) Additionally, Richards and Schmidt (2002) emphasize that motivation plays a central role in determining the success or failure of learners in acquiring a second language.
Research by Wibowo (2013) indicates a strong positive correlation between students' motivation and learning styles, significantly impacting their English achievement Additionally, Mizumoto and Takeuchi (2008) found that motivation and the time spent on extracurricular studies are closely linked to higher TOEIC test scores.
Preparation is about doing some things in advance to prepare for the next step
Preparing for the TOEIC is essential for individuals aiming to achieve their desired band scores, as it allows them to approach the test with all necessary information and reduces stress and anxiety associated with unexpected outcomes While a strong command of the English language can enhance performance, dedicated preparation instills confidence and equips test-takers with the skills needed to excel in any examination.
EFL learners should immerse themselves in English through various activities such as reading magazines and newspapers, listening to the radio, watching movies, and engaging in conversations with native speakers (Al Zoubi, 2018) To enhance their preparation, ETS recommends four daily tips for test takers: first, listening to authentic materials like music, podcasts, and TV programs to improve vocabulary and sentence intonation; second, reading authentic texts such as news articles tailored to individual interests and proficiency levels; third, incorporating English into daily routines to naturally develop general language skills; and finally, writing and reading a daily diary in English to foster thinking directly in the target language instead of translating from one's mother tongue (ETS, 2021).
Practical training in language testing involves both studying and applying commonly encountered concepts, providing learners with essential knowledge, techniques, and strategies for effective test-taking To succeed, test-takers must become familiar with diverse vocabulary types, various question formats, key grammar points, and different sentence structures present in the listening and reading sections of the exam.
"Practice makes perfect" is a well-known phrase among English learners, especially for those preparing for the TOEIC exam Effective practice encompasses reading, testing, and time management skills, all essential for success in the TOEIC This training equips test-takers with the foundational knowledge necessary to navigate the exam effectively, particularly benefiting those with limited time to study English from the ground up Throughout their preparation, learners not only improve their proficiency but also acquire valuable techniques that can significantly boost their test scores.
Research has shown that practical training positively impacts TOEIC scores Hadara's (2016) study revealed that tailored TOEIC courses significantly enhance student performance Additionally, Kang's findings support the importance of specialized training in improving test outcomes.
(2014) study found that the intensive TOEIC training program helped enhance students' overall scores Hence, language learners are beneficial when practicing this training approach
Anxiety is a psychological state characterized by fear and worry, significantly impacting decision-making abilities It poses challenges for test-takers, particularly in high-stakes exams like the TOEIC, where it can hinder the selection of correct answers As noted by Wilson (2006), the relationship between anxiety and poor foreign language learning is complex, making it difficult to determine whether anxiety leads to low achievement or is a result of it Nevertheless, anxiety remains a detrimental factor for test-takers, creating psychological barriers that adversely affect their performance and scores.
A study by Ohata (2005) identified several factors contributing to test anxiety, including time limits, improper test techniques, learners' abilities, task difficulty, fear of poor grades, and insufficient preparation Research consistently shows a negative correlation between test anxiety and performance, indicating that students with lower anxiety levels tend to achieve better grades than their more anxious counterparts (Von der Embse et al.).
Previous studies
Researchers worldwide have investigated the challenges faced by TOEIC test-takers, which have led to significant issues for students, graduates, and employees These difficulties, stemming from both the test itself and the individuals taking it, can discourage and demotivate learners, ultimately impacting their English proficiency—a crucial skill in personal and professional development.
The study by Shin and Lee (2012) highlights the significance of language learning and cultural integration in general English classes aimed at enhancing TOEIC reading comprehension It aimed to analyze how cultural learning influences students' interest and reading skills while helping them navigate cross-cultural miscommunication Involving 120 students from the College of Economics and Business Administration, the research utilized pre-post surveys and TOEIC tests to assess language proficiency and cultural knowledge Findings revealed that students who engaged with American culture achieved higher TOEIC scores and demonstrated improved reading comprehension skills compared to those who lacked exposure However, the study's limitation lies in its focus solely on American culture and its correlation with TOEIC reading comprehension, without considering other English-speaking cultures or the TOEIC listening test.
Nguyen Hiep Thanh Nga et al (2020) conducted a study on the challenges faced by non-English-majored students in the TOEIC listening test, focusing on 66 freshmen from the Bachelor of Tourism and Travel Management program at Tay Do University Utilizing questionnaires and interviews, the research identified key difficulties such as vocabulary, pronunciation, background knowledge, and psychological factors, as well as specific challenges in each section of the TOEIC listening comprehension test The findings pave the way for suggested solutions to enhance student performance However, the study is limited by its narrow focus on listening comprehension and the small participant pool.
Zahruni et al (2020) conducted a study to identify challenges faced by Indonesian vocational students in preparing for the TOEIC, involving 18 participants from a TOEIC preparation course Utilizing questionnaires and interviews, the research revealed that most students lacked prior experience and preparation for the test High levels of listening difficulties were attributed to insufficient vocabulary, while reading challenges arose from an inability to understand contextual meanings The researchers suggested that TOEIC courses should incorporate vocabulary enhancement and be offered more frequently, noting that the study's limitations included a small sample size.
Dari (2021) conducted a study on the challenges faced by Seluma vocational college students in Indonesia while taking the TOEIC reading and listening tests The research aimed to identify and address these issues using a descriptive qualitative approach and interviews for data collection Findings revealed that students encountered both internal factors, such as difficulties in understanding questions and vocabulary, and external factors, including inadequate testing facilities To address these challenges, the study suggests enhancing learning resources, improving teaching staff, upgrading facilities, and fostering a positive student mindset Although the research provides valuable insights and practical solutions for TOEIC test-takers, its limitations include a small sample size of only 11 participants, which may not represent the broader student population.
Research on the challenges faced by TOEIC test-takers has primarily focused on university and college students, leaving a gap in understanding the experiences of working professionals who must study English for job requirements The limited studies involving employees highlight the distinct characteristics that differentiate them from traditional students Therefore, it is essential to explore the specific difficulties encountered by company employees in taking the TOEIC to gain a broader perspective on the challenges associated with the test and its diverse test-taker population.
Conceptual framework
The conceptual framework highlights the challenges faced by TOEIC test-takers, categorized into two main types: test-related issues and test-taker characteristics Test-related problems include culture-specific topics, the test format, and time constraints, as noted by researchers like Bridgeman et al (2004) and Shin & Lee (2012) On the other hand, test-taker issues encompass English proficiency, motivation, preparation, practical training, and anxiety, with studies by Chiang (2016) and others addressing these concerns These difficulties significantly impact examinees' performance on the TOEIC, affecting their results in various ways.
Conceptual Framework of the Current Study
METHODOLOGY 3.1 Introduction
Research design
The study employed a mixed-method research design to investigate the challenges faced by employees of Camau Fertilizer Company in taking the TOEIC exam This approach effectively combines qualitative and quantitative methods, allowing for a comprehensive exploration of diverse perspectives and intricate relationships within the research questions (Shorten & Smith, 2017) Quantitative research, as defined by Mujijs (2004), focuses on collecting numerical data through mathematically based methods to explain phenomena, while Kothari (2013) emphasizes that quantitative analysis measures phenomena that can be quantified.
Qualitative research focuses on understanding phenomena related to quality and participants' perspectives To achieve comprehensive results, researchers often employ a mixed-method approach that combines both qualitative and quantitative techniques In this study, a combination of closed-ended questionnaires was utilized to gather measurable data, alongside semi-structured interviews that provided valuable non-numerical insights.
Research site
The Camau Fertilizer Company, established in 2011 in Camau province, Vietnam, specializes in the production and trade of fertilizers and chemicals, employing over 1,000 staff across various branches nationwide While the company emphasizes the achievement of key performance indicators for all employees and departments, it also promotes English language learning for both organizational growth and personal development However, enthusiasm for language acquisition is limited, as many employees prioritize their daily use of Vietnamese at work and home, viewing English as less critical to their income.
Many employees learn English for two main reasons: a small group is passionate about the language and enjoys practicing it in their free time, while the majority view it as a necessity for their jobs A basic understanding of English is crucial for comprehending operational materials and performing maintenance tasks For specialists who communicate with international partners, proficiency in English is essential and can influence career advancement opportunities However, English proficiency does not directly impact annual salary increases, making the decision to study the language a personal choice rather than a company requirement.
After three years of successful operation, the company director implemented a policy promoting English language learning among employees to boost international competitiveness The TOEIC was selected as the official English test due to its global acceptance in the workplace, its accurate reflection of employees' English proficiency, and its affordable administration costs.
Employees are encouraged to obtain the TOEIC certificate for specific positions to prove their qualifications for working with international partners Band scores differ based on the frequency of interaction with foreign colleagues and English materials To enhance English proficiency, the company manager offers incentives for employees who meet the required band scores However, the company does not provide training programs or preparation courses, leaving employees to study independently for the test.
Recent test results indicate that many employees at Camau Fertilizer Company have repeatedly failed to achieve their required TOEIC scores, even after taking the exam multiple times Despite the company director's concerns and various interventions, including partnerships with a local English center and the introduction of an online TOEIC preparation package, improvement in test outcomes has been minimal Consequently, it is essential to investigate the specific difficulties faced by employees in preparing for and taking the TOEIC exam.
Sample and sampling procedures
The company employs over 1,000 individuals, with 500 technicians, engineers, experts, and department managers required to take the TOEIC test as per company policy In this study, 104 participants were involved, providing a significant sample size for social science research The convenience sampling method, a non-probability approach, was utilized due to its speed, cost-effectiveness, and accessibility, making it appealing to researchers (Elliott & Valliant, 2017) As noted by Cohen et al (2007), convenience sampling involves selecting the nearest individuals as respondents until the desired sample size is reached (p 114).
The study involved a sample of 104 employees from the same building, all of whom hold degrees in chemical, electrical, mechanical, or instrumental fields These individuals occupy various roles, including technicians, engineers, experts, and managers, and exhibit diverse English proficiency levels, learning goals, and lifestyles Due to time constraints, they often rely on self-directed learning through online courses or English centers to prepare for the TOEIC exam Initially, many participants encountered significant challenges in their TOEIC preparation, as detailed in the provided general information.
As seen in Table 3.1, most participants are male, with 90 out of 104, accounting for 86.5%, and the opposite gender – female – is 13.5% with 14 out of
The study involved 104 participants, highlighting the gender disparity at Camau Fertilizer, where men dominate specialized roles such as plant operation and maintenance, often working demanding twelve-hour night shifts under pressure In contrast, female employees primarily handle office tasks and documentation.
Table 3.1 reveals that a significant majority of participants, 77.9% (81 out of 104), are over the age of 30, while 22.1% (23 participants) are younger This demographic trend highlights the company's successful retention policy, as it has been established for over ten years, resulting in most employees having a tenure of more than a decade Consequently, the number of employees over 30 greatly exceeds those under 30.
Table 3.1 reveals that the majority of company employees, 69.2% (72 out of 104), have been learning English for over nine years, despite not studying it continuously The next largest group, making up 14.4% (15 out of 104), consists of employees who have been learning for less than three years Additionally, a smaller percentage of participants have been studying English for 7 to 9 years, while those learning the language for 4 to 6 years represent the lowest percentage.
According to Table 3.1, engineers represent the largest group among job titles, comprising 67.3% of the workforce, followed by technicians at 26.0%, department managers at 3.8%, and experts at 2.9% Although the number of technicians exceeds that of engineers, all engineers are required to take the TOEIC exam, while only those technicians who need to communicate extensively with foreigners must do so Additionally, engineers with exceptional skills in managerial or technical areas may advance to roles as department managers or experts, which contributes to the high percentage of engineers among participants.
Research instruments
As the research design section mentioned, the researcher employed quantitative and qualitative research approaches Specifically, the researcher used a closed-ended questionnaire and semi-structured interview to collect participants’ data
According to Dửrnyei (2007), questionnaires offer significant advantages such as time and cost efficiency, making them versatile tools for researchers to collect participant data The structured questionnaire, adapted from existing studies, includes an introduction outlining the study's aims and expressing gratitude to participants for their responses It is divided into three main sections: personal information, test-related difficulties, and test-taker-related difficulties In Part I, participants provide personal details like gender, age, job title, and English learning experience, consisting of four items Part II focuses on test-related difficulties, featuring 17 items that utilize a Likert scale ranging from '1' (Strongly Disagree) to '5' (Strongly Agree).
- Items 1 to item 6 ask about the test time limit
- Items 7 to item 12 ask about culture-specific topics
In Part III of the study, participants addressed test-taker-related difficulties through 30 items utilizing a Likert scale, where responses ranged from '1' for Strongly Disagree to '5' for Strongly Agree Items 12 to 17 specifically focused on the test format.
- Items 18 to item 25 ask about English proficiency
- Items 26 to item 32 ask about lack of motivation
- Items 33 to item 37 ask about lack of preparation
- Items 38 to item 42 ask about lack of practical training
- Items 43 to item 47 ask about anxiety
In mixed-method research, semi-structured interviews serve as a valuable tool to enhance understanding by providing depth to other methods (Adams, 2015) This study utilized semi-structured interviews to gain participants' insights into the challenges they encounter while taking the TOEIC test Aligned with the research objectives and questions, the researcher crafted specific interview questions to explore participants' perspectives on these issues, thereby offering a broader viewpoint beyond the findings from questionnaires.
The semi-structured interview included four key questions focusing on participants' interests in learning English, their target TOEIC scores, and the challenges they face related to the test and as test-takers.
In summary, this research utilized a closed-ended questionnaire and semi-structured interviews as data collection instruments to obtain both quantitative and qualitative data from participants, effectively addressing the two research questions.
Data collection procedures
The researcher initiated a pilot study incorporating both questionnaires and interviews to gather quantitative and qualitative data To ensure clarity and comprehension, ten Vietnamese-language questionnaires were distributed to employees not involved in the main study, allowing for thorough responses Additionally, the researcher conducted pilot interviews to further refine the data collection process.
To ensure the interview process was seamless, two additional employees were involved in verifying the interview items and procedures, guaranteeing that no questions required modifications Following the pilot phase, both the questionnaire and interview items were finalized, making them ready for data collection in the main study.
The researcher invited 110 participants via email to participate in a study on the challenges faced by employees at Camau Fertilizer Company in taking the TOIEC test During break time, 110 hard copies of the questionnaire were distributed, with participants given 15 minutes to complete them The researcher addressed minor issues identified during piloting to ensure clarity and understanding After collection, 106 questionnaires were returned, but only 104 were deemed complete and suitable for data analysis.
The researcher conducted qualitative interviews with 10 participants over three days, utilizing convenience sampling for 10 to 15 minutes each On the first day, three participants were interviewed, followed by three more on the second day, and four on the final day The interview process began by exploring participants' interests in learning English and their TOEIC goals, followed by inquiries about test-related challenges and specific difficulties faced by test-takers To facilitate understanding, the interview questions were translated into Vietnamese and then back into English by a professional translator with over ten years of experience, ensuring the reliability of the translations for the thesis.
Data analysis procedures
Data collected from the questionnaire
The researcher employed SPSS version 26.0 for data analysis due to its user-friendly interface, which requires no programming and enables quick data processing (Milovanović & Perišić, 2020) This software facilitates data transformation, management, regression analysis, variable analysis, and graphical output presentation, significantly saving the researcher time.
The coded questionnaires were analyzed to derive quantitative data, calculating both the means (M) and standard deviations (SD) The interpretation of the mean (M) scores for test-related and test-taker-related difficulties utilized a five-point Likert scale.
Data collected from the interview
The study involved participants responding to semi-structured interview questions in Vietnamese, which were subsequently recorded and transcribed by the researcher To ensure accuracy, an English expert translated the responses for data analysis The researcher then employed a content analysis approach to interpret the data, following Krippendorff's (2004) methodology for deriving valid inferences from textual information Participants' responses were systematically coded from E1 to E10 for organization and analysis.
The research instruments and data analysis approaches for the research questions of the whole study are summarized below
Instruments and data analysis approaches for the research questions of the current study
Research questions Instruments Data analysis
1 What test-related difficulties do the employees of Camau Fertilizer
Company have when they take the
2 What test-taker-related difficulties do the employees of
Camau Fertilizer Company have when they take the TOEIC?
Validity and reliability
• Validity refers to the accuracy or truthfulness of a measurement There are at least three types of validity
Face validity is the probability that a question may be misunderstood or misinterpreted To enhance face validity, pretesting a survey is highly effective Both questionnaires and interviews underwent a pilot phase, during which no major corrections were needed before their official distribution to participants, ensuring accuracy and thoroughness.
Content validity assesses the extent to which an instrument thoroughly covers a given topic Establishing content validity involves gathering expert opinions, conducting literature reviews, and utilizing pretest open-ended questions Every aspect related to the thesis was meticulously evaluated to ensure comprehensive coverage.
Construct validity is the theoretical basis that supports a specific scale or measurement This research instrument was developed by leveraging the quantitative method to analyze data from closed-ended questionnaires (Dürnyei, 2007) and the qualitative method for interpreting information obtained from semi-structured interviews (Adams, 2015).
Reliability refers to the consistency of a measure and encompasses three types: test-retest reliability (consistency over time), internal consistency (consistency across items), and inter-rater reliability (consistency among different researchers) To assess the reliability of the questionnaire, the researcher utilized Cronbach’s Alpha, a widely accepted metric in the research community According to Taber (2018), Cronbach’s Alpha coefficients in science education are categorized as acceptable (0.700-0.799), good (0.800-0.899), and excellent (0.900 and above) The analysis, conducted using SPSS version 26.0, revealed a Cronbach’s Alpha of 903 for the entire questionnaire, indicating very high reliability Additionally, the coefficients for test-related and test-taker-related difficulties were 796 and 861, respectively.
Reliability Statistics of the Questionnaire
No Reliability Statistics Cronbach's Alpha Number of Items
Regarding the validity and reliability of the research instruments, Meadows
Inexperienced researchers are advised to utilize established questionnaires that have proven reliability and validity, as noted in 2003 To enhance the validity and reliability of the research instruments, an expert in English should review the questionnaire and interview questions prior to their distribution for data collection.
Ethical Issues
Ethics play a crucial role in both qualitative and quantitative research, as highlighted by Bryman & Bell (2007) Prior to initiating data collection, the researcher obtained approval from the directors and employees of Camau Fertilizer Company To ensure confidentiality, participants were assigned numerical identifiers in an Excel file, with their personal information securely protected Additionally, all questionnaires, transcripts, and analyzed data were meticulously stored in accordance with the policies of Ho Chi Minh City University of Technology.
RESULTS AND DISCUSSION 4.1 Introduction
Results
Research question 01 investigates the challenges faced by employees at Camau Fertilizer Company when taking the TOEIC, focusing on issues such as the time constraints, culturally specific topics, and the test format The findings from the descriptive statistics of the questionnaire regarding these test-related difficulties are presented below.
Descriptive statistics of test-related difficulties
No Test-related difficulties M SD
The total mean score of test-related difficulties 3.51 887
Table 4.1 illustrates the result of test-related difficulties that employees at
Camau Fertilizer Company faced challenges during the TOEIC exam, achieving a mean score of 3.51 (SD = 0.887), which exceeds the average score of 3.41 This indicates that employees encountered various test-related difficulties, which are analyzed in detail below.
The descriptive statistics of the questionnaire about the test time limit are shown below
Descriptive statistics of the test time limit
Many test-takers experience significant pressure to finish their exams within the allotted two-hour timeframe, with an average rating of 3.79 A majority express the need for additional time, particularly during reading tests, reflected in a rating of 3.93 Additionally, as the test nears its conclusion, individuals often feel compelled to rush through answer choices, impacting their overall performance.
3.64 934 i4 I need more time to read the questions and listen to the audio afterward
3.62 988 i5 I do not have enough time to double-check the answers 3.72 990 i6 I can not finish the test well in the allotted time 3.84 967
The total mean score of the test time limit 3.75
Table 4.2 reveals that the mean scores for all items range from 3.62 to 3.93, with an overall mean of 3.75, indicating a general consensus among employees that the test time limit poses significant challenges in taking the TOEIC The high standard deviation (approximately 1.0) reflects the varied opinions among participants regarding the questionnaire items, with some strongly disagreeing with the statements Notably, item i2 received the highest mean score (M = 3.93, SD = 968), highlighting a strong need for additional time on the reading test Employees also expressed feeling pressured to complete the entire test within two hours (item i1, M = 3.79, SD = 987) and reported difficulty finishing the test within the allotted time (item i6, M = 3.84, SD = 967) Several employees shared their perspectives on these issues as well.
- “The reading test is the most challenging with many tricky questions and long passages which I could not finish on time.” (E1)
- “I feel exhausted reading many questions and finding answers for long passages in a short time.” (E2)
- “I feel like two hours is not enough to finish the test, and I randomly choose the answer for a bunch of questions in the rest of the test.” (E3)
- “Indeed, I can not finish the test well within the allotted time because my listening and reading skills are not good.” (E5)
Taking a test can feel like a high-pressure situation, where speed is crucial I prioritize answering the easier questions quickly to allocate more time for the challenging ones My goal is always to complete the test to the best of my ability.
Employees shared a consensus in their questionnaire responses, indicating that two hours was inadequate for completing the test effectively Many reported feeling fatigued during the test, leading to uncertainty about their random selections, particularly in the reading section.
Test-takers reported a lack of sufficient time to thoroughly double-check their answers, with a mean score of 3.72, indicating they often rush through answer choices as the test nears its conclusion (M = 3.64) Additionally, the lowest mean score of 3.62 suggests that participants felt they required more time to read questions and listen to the accompanying audio These findings are consistent with insights gathered from interviews with employees.
- “I do not have enough time to finish the test, let alone double-check the answers.” (E4)
With limited time to review answers, I often find myself rushing through tests, which impacts my confidence in the accuracy of my responses.
- “I can not manage and allocate time effectively I often choose some answers quickly when the test is running out of time.” (E8)
Many individuals struggle with time constraints, making it challenging to read and comprehend questions before listening to accompanying audio This often leads to a simultaneous reading and listening approach, which can create uncertainty in decision-making.
- “When the test is running out of time, I usually choose the answers from my initiative and without a careful analysis.” (E10)
In conclusion, the feedback from interviewees indicates a lack of time for double-checking their answers, leading to uncertainty in their choices Many expressed concerns about time constraints and the challenges of only having a single opportunity to listen to the test audio.
The descriptive statistics of the questionnaire about culture-specific topics are shown below
Descriptive statistics of culture-specific topics
M SD i7 I do not understand British culture 3.67 769 i8 I do not understand American culture 3.71 720 i9 I do not understand Australian culture 3.78 788 i10 I feel unsure when answering culture-specific questions
3.61 864 i11 I usually spend more time on culture-specific questions
3.54 835 i12 Culture is too diverse to study 3.71 878
The total mean score of culture-specific topics 3.67
Table 4.3 illustrates that all items had a mean score ranging from 3.54 to
The total mean score of 3.67 suggests that most employees agree that culture-specific topics hinder their performance on the TOEIC, with the lowest mean score of 3.54 indicating they often require more time to address these topics Interviews with employees E3 and E4 further highlighted these challenges.
- “Questions related to culture-specific topics are time-demanding
Sometimes, I understood the meaning of words in the sentence but could not choose the answers immediately (E3)
Dealing with culture-specific questions requires additional time to consider the cultural factors that influence accurate responses A recent survey revealed that employees scored an average of 3.78, indicating a lack of understanding of Australian culture among company staff This sentiment was echoed by several employees who shared their concerns regarding cultural awareness within the organization.
- “I do not understand Western culture and do not have time to learn about them I am unfamiliar with the Australian one because of its unpopularity in our society.” (E5)
- “I am interested in culture and usually enjoy watching cultural programs on television However, I have not seen many things related to Australian culture so far.” (E6)
Participants reported a limited understanding of British culture (M = 3.67, SD = 769) and a stronger lack of comprehension regarding American culture (M = 3.71, SD = 720) Additionally, they expressed uncertainty when faced with culture-specific questions (M = 3.61, SD = 864) and believed that the diversity of culture makes it challenging to study (M = 3.71, SD = 878).
- “I think culture contributes to the difficulties of the test, but just for some sentences, it just has a minor impact on the test.” (E1)
- “My target is not to finish all the questions of the test I usually ignore several difficult questions, including culture-specific ones.” (E2)
- “It is interesting to learn about culture, but we do not know what type of culture is used in the test because of cultural diversity.” (E7)
- “ I understand American and British culture to a certain extent However, it is not easy to choose the correct answers based on cultural knowledge.” (E8)
Learning languages and cultures is crucial for effective global communication However, language proficiency tests often focus more on evaluating language skills than on assessing cultural understanding As a result, individuals with high English proficiency can navigate culture-specific questions effortlessly.
- “I do not understand the culture that I have never been to, which is why I am struggling to deal with culture-related questions of the test.” (E10)
In conclusion, the interviewees provided varied perspectives on the questionnaire statements, highlighting that culture-specific questions can be challenging and time-consuming, potentially hindering performance on the TOEIC However, some participants felt that test-takers with strong English proficiency could navigate these difficulties, while others tended to skip questions related to cultural topics.
The descriptive statistics of the questionnaire about the test format are shown below
Descriptive statistics of the test format
M SD i13 I do not totally understand the test conventions 2.38 778 i14 I do not clearly understand the instruction for each part of the test
2.42 720 i15 I do not know exactly how many questions are in each part of the test
3.53 1.024 i16 I find it hard having only once listened to the audio in the listening test
3.55 858 i17 I feel exhausted dealing with many long passages in the final part of the reading test
The total mean score of the test format 3.10
Discussion
This section of the thesis discusses the challenges faced by employees in taking the test, based on findings from closed-ended questionnaires and semi-structured interviews The research is supported by relevant literature to validate the findings.
Company employees identify two main challenges in taking the TOEIC: the test time limit and culture-specific topics, while they do not find issues with the test format itself Notably, they perceive the time constraint as the most significant hurdle, feeling pressured during the two-hour duration, which is insufficient for completing lengthy passages and complex questions This rush leads to hasty answer selections, particularly on the final questions, as they struggle to navigate grammatical traps This aligns with research by Nguyen Hiep Thanh Nga et al (2020) and Bridgeman et al (2004), which highlights that test-takers often lack adequate time to preview questions and listen to audio, resulting in lower scores due to insufficient time for thoughtful consideration.
The second finding revealed that culture-specific topics created challenges for employees during the test, as they struggled to understand American, British, and Australian cultures This lack of cultural comprehension resulted in uncertainty and prolonged test-taking times Employees expressed difficulty in addressing culture-related questions due to the diversity of cultural backgrounds This aligns with Yousel et al (2014), which highlighted that examinees lacking cultural knowledge often fail to comprehend reading passages that include cultural elements.
The third finding indicated that company test-takers were generally comfortable with the test format and could interpret the conventions and instructions effectively However, they faced challenges in determining the number of questions in each section and struggled with the single listening opportunity and lengthy reading passages This contrasts with Zahruni et al (2020), which found that many examinees did not fully grasp the TOEIC format due to various factors, including inexperience and lack of preparation Additionally, Cohen (2009) reported that most test-takers had difficulties understanding the test format and encountered challenges with certain questions, highlighting a discrepancy in experiences among different groups of examinees.
The study identified several challenges faced by company employees during testing, including issues with English proficiency, motivation, practical training, and anxiety, while noting that preparation was not a concern Specifically, employees with lower English proficiency struggled with pronunciation, vocabulary, grammar, reading, and listening skills This finding aligns with research from ETS, which indicates a direct correlation between proficiency levels and TOEIC scores, suggesting that higher proficiency leads to better test performance.
The study revealed that employees displayed a lack of motivation to take the TOEIC test, primarily due to their disinterest in learning English and the minimal impact of test results on their careers and income Many only participated in the test to meet company requirements, with English learning not being a priority; they are likely to abandon it for more appealing activities This finding supports Mizutomo and Takeuchi’s (2018) research, which indicates that motivation is closely linked to TOEIC scores, as more determined test-takers tend to achieve higher results than those who are unmotivated.
The third finding revealed that company test-takers lacked practical training for the TOEIC, resulting in insufficient exposure, strategies, and experience with the test This aligns with Hadara's (2016) study, which showed that tailored TOEIC courses significantly boosted student scores, and Kang's (2014) research, which found that intensive TOEIC training programs enhanced overall student performance.
The fourth finding indicated that employees experienced anxiety regarding the test, stemming from concerns about time constraints, inadequate test-taking skills, and the fear of not meeting the required score This aligns with Ohata's (2005) study, which identified factors such as time limits, improper test techniques, learners' capabilities, task difficulty, and the fear of poor grades as contributors to test-taker anxiety.
The fifth finding revealed that company employees felt neutral about the lack of preparation for the TOEIC test, indicating no significant issues with insufficient study time or infrequent use of English Many employees disagreed with the notion that they lacked time to prepare, suggesting that their proficiency in English made extensive preparation unnecessary Despite having the opportunity to learn and prepare, they have not prioritized the TOEIC or identified effective strategies for test preparation, as they rarely utilize English for communication and believe they can perform adequately without prior preparation.
