INTRODUCTION
Rationale of the Study
English has traditionally been viewed as the domain of native speakers, leading to the belief that non-native speakers should adopt a native-style approach to learning However, in today's globalized world, English is no longer exclusive to native nations, and non-native speakers often engage more with each other than with native speakers This raises questions about the relevance of native speaker norms, which may not always be suitable or respectful in non-native contexts Consequently, there is growing interest in understanding English learners' attitudes towards accents within the framework of English as a lingua franca Despite this, research on this topic in Vietnam remains limited This study aims to explore the attitudes towards English accents among English-majored undergraduates at the Banking Academy of Vietnam, contributing valuable insights to the existing research in the country.
Research Aim
This study investigates attitudes towards English accents among English-majored undergraduates at the Banking Academy of Vietnam in ELF context.
Research questions
The research questions of this current research are:
(1) What are the attitudes of English-majored students towards their own English accent?
(2) What are the attitudes of English-majored students towards their other accents of English?
(3) Are there any differences in attitudes towards English accents based on students’ primary living places and level of English proficiency?
(4) What are the attitudes of English-majored students towards improving pronunciation to achieve a native-like accent?
Significance of the study
This study explores the attitudes of English-majored students at the Banking Academy of Vietnam towards English accents, providing valuable insights for both students and lecturers It helps students gain an objective perspective on various English accents, enabling them to develop effective pronunciation learning strategies For lecturers, the findings serve as a useful resource to understand student aspirations in pronunciation studies, allowing for the enhancement of teaching materials Additionally, this research contributes significant results for future studies on similar topics, offering a reference point for subsequent literature reviews.
Scope of the Study
A study was conducted to investigate the attitudes of English-majored undergraduates at the Banking Academy of Vietnam towards English accents The research involved a sample of 148 students and took place from March 10 to May 9, 2023.
Structure of the Study
This study comprises of five chapters including this introductory one:
Chapter I: Introduction: This chapter presents the research's focus, the rationale for pursuing the subject, the research questions, the purpose, scope, significance, and structure
Chapter II: Literature Review: This chapter provides an overview of significant theories and prior studies on learners’ attitudes towards English accents, as well as presents the research direction of this study
Chapter III: Methodology: The methodology, including the selection of participants, data collection methods, and data analysis, is described in detail in this chapter
Chapter IV: Findings and Discussion: This chapter reports findings from the questionnaire and interview results and presents further discussion
Chapter V: Conclusion, Implications, and Recommendation: This chapter summarises the findings, identifies the study's limitations, and provides implications and recommendations for further research.
Conclusion
This chapter introduces the research topic by outlining its rationale, purpose, significance, and scope It also articulates the research questions and concludes with an overview of the study's structure The following chapter will offer a detailed review of the relevant literature.
LITERATURE REVIEW
Definition of accent
An "accent" is defined as a distinctive way of pronouncing a language, often linked to a specific country, area, or social class (Oxford Learner’s Dictionary) It encompasses not only the articulation of individual sounds but also suprasegmental qualities (Moyer, 2013) Additionally, Becker (1995) describes an accent as a feature of a person's language that reveals their regional origin or national/ethnic identity, regardless of the language spoken.
Accent reflects the unique way a specific group of people in a region or country communicates, serving as a key identifier of an individual's identity.
English as a Lingua Franca
The globalization and expansion of the internet have significantly increased global interconnectedness, creating a strong demand for a universal language As noted by Jenkins (2009b), English is increasingly being used as a common means of communication among individuals who speak different native languages, establishing it as a lingua franca (EFL).
According to the Cambridge Advanced Learner's Dictionary (2012), a lingua franca is defined as a language utilized for communication among groups of individuals who speak different languages, but it is not employed for communication within the same group.
English as a Lingua Franca (ELF) refers to the use of English as a communication tool among speakers of different native languages, often serving as their primary or sole means of interaction (Seidlhofer, 2011: 7).
The frequent use of English by non-native speakers has naturally resulted in the emergence of new language varieties A key aspect of these English variants, which captivates many linguists, is the diversity of English accents.
Classification of English accent varieties
The number of English speakers has surged from 5-7 million to 2 billion, with English now being used by both native and non-native speakers as a second or foreign language (Jenkins, 2009a) This widespread adoption has led to the development of various English accent varieties, prompting the creation of numerous models to classify them A prominent example is Kachru’s three-circle model, which categorizes English varieties into three groups: the Inner Circle, Outer Circle, and Expanding Circle.
The Inner Circle consists of countries where English is the primary language spoken by native populations Notable members of this group include the United States, England, and Australia.
The Outer Circle of English usage includes countries that were former British colonies, where English is spoken as a second language In these nations, such as India, Singapore, and Hong Kong, English serves as one of the official languages and is commonly used for communication among the population.
The expanding circle refers to countries where English is used as a foreign language by "non-native speakers" (Jenkins, 2009a) In these nations, English is not the mother tongue nor a primary means of communication, as it is primarily needed for interactions with individuals from other countries Consequently, speakers in these regions, such as China, Vietnam, Thailand, and Japan, have limited opportunities to use English in their daily lives (Carter & Nunan, 2001).
Figure 2 1 Kachru’s three-circle model for the use of English world-wide (Crystal,
English is no longer solely the property of native-speaking countries; it has become a global language spoken by many nations Moreover, the population of non-native speakers, who use English as a second or foreign language, significantly outnumbers those who speak it as their mother tongue.
Kachru’s three-circle model identifies native English speakers as those from Inner Circle countries where English is the native language, with their accents often viewed as the standard The two most prominent standard accents are Received Pronunciation (RP) and General American (GA) In Britain, Received Pronunciation (RP) is considered the accent of highest prestige, as noted by Edwards (1982), and Wakelin (1977) emphasizes its significance in the linguistic landscape.
Inner Circle e.g USA, UK, Australia
Received pronunciation (RP) is associated with a higher social and educational background, making it a prestigious learning model not only in the UK but also globally Alongside RP, General American (GA) is one of the most well-defined English accents Although both accents are regional, they are widely spoken in various countries and are featured in English textbooks Additionally, they serve as accent models for international English proficiency tests like IELTS and TOEFL, making them desirable goals for many English learners worldwide.
Native English speakers in the "Inner Circle" of Kachru are often seen as the standard-bearers of the language, but this view overlooks the significant influence of non-native speakers on the global proliferation of English.
According to Kachru's classification, non-native English speakers fall into two categories: the Outer Circle and the Expanding Circle The Outer Circle includes countries like India, Singapore, and Hong Kong, where English serves as a second language and is institutionalized within government and national entities In contrast, the Expanding Circle comprises nations where English is used as a foreign language, primarily for communication with speakers from other countries In these non-native contexts, English accents are shaped by unique cultural and linguistic influences, resulting in distinct variations from native English accents.
The growing number of non-native English speakers significantly influences the language's global usage, prompting researchers to study their accents As defined in Crystal's Dictionary of Linguistics and Phonetics (1997: 3), a non-native accent reflects the distinct pronunciation features that indicate a speaker's regional or social background.
This study explores the distinct characteristics of native and non-native English accents, focusing on how students perceive these two types of accents.
English as Vietnamese English
2.4.1 English in Vietnam: An Overview
Vietnam has a rich history of foreign language education, influenced by interactions with countries such as China, France, Russia, and the United States The importance of English has surged since the Doi Moi economic reforms in 1986, which integrated Vietnam into the global market In 1994, a directive from the Vietnamese prime minister required all civil servants to achieve an intermediate level of English proficiency.
Since joining the World Trade Organization (WTO) in 2006, the demand for English language education in Vietnam has surged, driven by increased foreign investment from countries like Hong Kong, Taiwan, Singapore, Australia, and the European Union English has become the primary communication language in international companies operating in Vietnam As a result, English is widely taught in schools, universities, and language centers across the country According to the Ministry of Education and Training (MOET, 2006), English is the main foreign language in public schools, with 86% of higher secondary students and 67% of lower secondary students studying it for at least three hours weekly In tertiary education, all university students are required to learn a foreign language, with non-majored students completing 200 hours of English coursework over four years English majors must complete at least 1,200 hours before taking advanced courses in literature and culture Consequently, the majority of Vietnamese students are engaged in English language studies.
9 also highlighted the importance of English as a language of global communication in the growth of the nation's economy
English is also highly valued in Vietnamese society According to Le et al (2019), the Vietnamese government considers English proficiency as the linguistic tool for
Vietnam's vision for national economic development and modernization emphasizes the importance of English proficiency for academic and professional success (Le et al., 2019) In major cities like Hanoi and Ho Chi Minh City, parents consider enrolling their children in English centers as an "early investment" (Le et al., 2019) Vietnamese students, from secondary school to college, pursue English for various reasons, including fulfilling school requirements, enhancing job prospects, and passing national exams (Ton & Pham, 2010) Additionally, many aim to continue their education at the university level or study abroad (Ton & Pham, 2010).
2.4.2 The Vietnamese Variety of English
Vietnam, similar to other EFL countries like China, North Korea, and Japan, is positioned in the third circle of Kachru's diagram The significance of English in Vietnam is considerable, leading to a distinct English accent among Vietnamese speakers, much like many other non-native English speakers.
Vietnamese speakers often struggle with English pronunciation and prosody due to the influence of their syllable-timed, tonal mother tongue and insufficient training in English conversation This leads to confusion and mispronunciation of specific English sounds, as well as errors in intonation and stress patterns When speaking, they tend to think in Vietnamese and translate directly into English, resulting in speech that lacks the natural flow and idiomatic expressions typical of native speakers.
Vietnamese English pronunciation is significantly influenced by the tonal and monosyllabic nature of the Vietnamese language, leading to distinct differences from English spoken in Inner Circle countries like the U.S and the U.K Vietnamese speakers often omit final sounds, pronouncing "plays" as /plei/ instead of /pleiz/ and "dogs" as /dog/ rather than /dogz/ This mispronunciation can cause misunderstandings and hinder the recognition of grammatical forms, particularly the third person singular present tense A study by Ingram & Nguyen (2016) found that Arabic and Japanese listeners experienced more difficulty understanding Vietnamese speakers compared to native English speakers and other non-native groups.
Vietnamese English exhibits distinct characteristics that set it apart from native English This raises an important question about whether Vietnamese students, particularly those majoring in English, are aware of their own accent and how they feel about their Vietnamese English pronunciation.
Language attitude
Understanding "language attitude" is essential before discussing perspectives on various English dialects These attitudes are shaped by our social surroundings, as we form them through interactions with others and by observing their engagement with different linguistic and cultural groups in our communities.
Allport (1935) defined "attitude" as a learned tendency to think, feel, and behave towards a person or object in a specific manner In contrast, Crystal (1992) described "language attitude" as the emotions individuals hold regarding their own language or that of others.
Cognition, affect, and behavior are the three key components that constitute attitudes and interact with one another (Garrett, 2010) Attitudes are primarily cognitive, as they involve thoughts and beliefs.
Attitudes towards language varieties are shaped by three key factors: beliefs, feelings, and behaviors First, many people consider native English accents as the standard for English Second, these attitudes are influenced by emotional responses, leading to varying levels of approval or disapproval towards different accents Lastly, such attitudes can impact behavior, as an individual's accent may affect hiring decisions, with some accents perceived as less professional.
Figure 2 2 Three components of attitudes (Garrett, 2010)
People have diverse attitudes towards languages, including their own and others These attitudes can be expressed in various ways, such as dismissing certain languages as "not real," feeling self-conscious about their accent, or perceiving native English as the superior choice for education and career prospects While attitudes themselves are not directly observable, they are evident in behaviors, such as how individuals engage with speakers of other languages—whether they choose to avoid or approach them—and their openness to learning new languages.
Studying language attitudes is crucial due to their significant impact on language development According to Crismore (1996), positive language attitudes foster the acceptance and growth of language variations within a speech community, ultimately enhancing literacy levels.
On the other hand, behaviors can be influenced by attitudes (Lambert, 1967)
Therefore, the study of language attitudes will help us have a more correct view in improving English learning and teaching.
Factors affecting learners’attitudes towards English accents
Exploring learners' attitudes towards English accents is a complex and multifaceted area of research Previous studies have demonstrated that multiple factors can shape attitudes towards English accents, including:
Personal identity encompasses an individual's unique characteristics, experiences, values, and beliefs that set them apart from others This sense of self can greatly affect their attitudes toward English, particularly in relation to English accents For example, those with a strong connection to a specific cultural or linguistic background may feel a deep attachment to their native language or accent, shaping their views on English and other accents Conversely, individuals who see themselves as global citizens or embrace multiculturalism are likely to have a more favorable perspective on diverse accents and languages.
Huang & Hashim (2020) explored the connection between identity and attitudes towards English accents among learners, revealing a significant correlation between personal identity and learners' perceptions The study indicated that respondents often reacted negatively to statements that positively represented their own English accent, while they showed a preference for suggestions that encouraged them to adjust their accent to align with native English speakers Additionally, the findings highlighted a reluctance among respondents to express their Chinese identity when speaking English.
Intelligibility, as defined by Smith & Nelson (1985), is the ability of a listener to recognize individual words or utterances It reflects how well a speaker's accent or pronunciation can be understood by the listener.
As English has become a global language, the number of non-native English speakers
Effective communication in English is essential, as the number of non-native speakers greatly surpasses that of native speakers Prioritizing intelligibility in speech is vital for ensuring that listeners can easily understand the message This focus on clarity can influence learners' perceptions of English accents, leading to a greater acceptance and appreciation for accents that are highly intelligible.
A study conducted in 2021 explored the connection between intelligibility and attitudes towards English accents The results revealed that most participants were generally accepting of non-English accents; however, they expressed a strong preference for speaking with a native English accent This preference stemmed from the belief that a native accent would enhance understanding in English as a Lingua Franca (ELF) communication contexts.
Motivation plays a crucial role in shaping attitudes towards English accents According to Fang (2015), learners with integrative motivation tend to have positive views of non-native accents, as they aim to embrace and integrate into the target culture and community In contrast, those driven by instrumental motivation often develop negative attitudes towards non-native accents, focusing instead on achieving qualifications or securing higher-paying jobs, which leads them to aspire for a native-like accent.
Previous studies on attitudes towards accents of English
2.7.1 Previous studies on accent attitudes in the world
A large number of studies on attitudes towards English accents have been done throughout many years:
Iskra (2016) conducted a quantitative study to investigate EFL learners' attitudes towards different English accents in Osijek and Đakovo, Croatia The research involved 255 participants, including university, high school, and elementary school students, who voluntarily completed a questionnaire The study identified four key aspects influencing learners' attitudes, particularly their willingness to engage in conversations with speakers of non-native accents.
The study examined attitudes towards native and non-native English accents, revealing that learners are conscious of their own accents and generally accept slight non-native variations While they aim to achieve a native-like pronunciation, they showed a preference for native English-speaking teachers However, there was no significant bias against non-native speakers with minor accents.
Fang (2015) explored the attitudes of students and teachers towards English accents at a Chinese university using a mixed-methods approach, including a questionnaire and interviews with 309 intermediate to higher-intermediate English students The findings revealed that both groups held complex and uncertain views on English accents Students expressed dissatisfaction with their own accents and aspired to sound more like native speakers, yet they did not expect others to achieve the same Teachers had divided perspectives: some recognized the global nature of English and the importance of maintaining their identities, while others felt the need to enhance their accents to serve as effective role models Both students and teachers highlighted the importance of exposure to various accents.
A study by Sasayama (2013) investigated the attitudes of Japanese college students towards Japanese English (JE) and American English (AE) using a mixed-methods approach, including a verbal-guise technique and a questionnaire Forty-four students evaluated recordings of four Japanese and four North American speakers reading in English, focusing on solidarity-related and power-related terms The findings revealed that while AE was rated higher than JE for power-related items, JE was preferred over AE for solidarity-related items This indicates that language attitudes among Japanese college students are diverse and not uniform.
The questionnaire results showed that while the younger generation of Japanese college students personally favors American English (AE), they also desire for Japanese English (JE) to gain international recognition This reflects their nuanced perceptions regarding language preferences and cultural identity.
JE as a legitimate variety of English, rather than an "incorrect"
A study by Chan (2016) examined the attitudes of Hong Kong students towards English accents, focusing on their awareness, perceptions of status and solidarity, and accent choices in various contexts Utilizing a verbal-guise technique, the research involved 386 local English learners at different educational stages The results indicated that participants rated native accents more favorably than non-native accents in terms of both status and solidarity, suggesting that the Hong Kong English accent is not viewed as a symbol of solidarity Nonetheless, participants showed less hesitation in using second language English accents in casual and interactive speaking situations.
In a study by Kim (2021), the attitudes of 107 multilingual postgraduate students from 34 nationalities towards English accents were examined at leading research universities in Japan Utilizing a mixed-methods approach with questionnaires and semi-structured interviews, the findings revealed that 75% of participants aspired to achieve a native-like English accent Interestingly, this desire did not correlate with negative attitudes towards speakers of foreign accents, as participants expressed indifference towards various accents and World Englishes, not linking them to nationhood or cultural identity The thematic analysis highlighted that the motivation for sounding native-like stemmed from both pragmatic factors, such as improved intelligibility, and context-specific reasons, including the need for effective communication in high-stakes English as a Lingua Franca (ELF) interactions and upcoming professional opportunities.
Yang (2011) investigated the attitudes of 30 Chinese postgraduate students towards native and non-native English accents using the verbal guise approach The study evaluated seven English accents based on status and solidarity dimensions Results indicated a preference for native English accents, especially those from England and America, while participants expressed positive attitudes towards Chinese English in terms of solidarity Additionally, most respondents were able to distinguish between native and non-native speakers in the provided speech samples.
2.7.2 Previous studies on accent attitudes in Vietnam
Despite numerous studies on attitudes towards English accents globally, research on this topic in Vietnam remains limited This article reviews the few studies conducted by Vietnamese authors in this area.
Truong (2020) investigated the attitudes of four-year students at Hue University towards English accents, focusing on their perceptions of status and attractiveness The study gathered empirical data from 56 English learners regarding their preferences for American, British, and Vietnamese English accents, utilizing a mixed-method approach that included questionnaires and interviews Findings revealed a clear preference for native English accents over Vietnamese accents, with the American accent receiving the highest ratings The discussion of these results is framed within the context of vitality theory, the language-culture consonance hypothesis, and the language-culture discrepancy hypothesis.
Nguyen (2015) conducted a study examining the attitudes of 60 non-English major students towards the accents of native and non-native speakers Utilizing a mixed-method approach that included the verbal-guise technique and questionnaires, the research revealed that these students perceived native speakers as superior models compared to their non-native counterparts, with American speakers receiving the highest ratings.
In summary, learners' attitudes towards English accents varied significantly, with a general preference for native accents over non-native ones Research by Fan Fang revealed that students often held negative views about their own Chinese English accent Furthermore, participants expressed a desire to enhance their pronunciation to achieve a level comparable to native speakers (Iskra, 2016; Fang, 2015; Kim, 2021; Nguyen, 2015).
Proposed theoretical framework
The thereotical framework of this study is based on four studies proposed by Fang
This study aims to explore the attitudes of English-majored students towards English accents in the context of English as a Lingua Franca (ELF) It focuses on three key aspects: their perceptions of their own English accent, their views on other English accents, and their desire to enhance their pronunciation to achieve a native-like accent The research identifies three primary factors influencing these attitudes: identity, intelligibility, and motivation, which are derived from the works of Huang & Hashim (2020), Kim (2021), and Iskra (2016), with modifications to align with the study's context.
Attitudes towards their own English accent
Attitudes towards other English accents
Attitudes towards improving pronunciation to achieve native-like accents
Figure 2 3 Figure 2 3 The Framework of the study
Conclusion
Recent research highlights the significance of examining attitudes towards English accents In the past twenty years, numerous studies have explored this topic, revealing that attitudes can vary based on the measurement factors used Overall, findings indicate a general preference for native accents over non-native ones.
Research on this topic in Vietnam is limited, with only a few studies referenced Notably, no research has been conducted at the Banking Academy on this subject Additionally, the focus of previous studies in Vietnam diverges from the direction of my research.
My research examines the attitudes of English-major students regarding English accents, including their perceptions of their own accents Additionally, it investigates their views on enhancing pronunciation to attain a native-like accent The study measures key factors such as identity, intelligibility, and motivation, which were identified based on the works of Fang (2015), Huang & Hashim (2020), and Kim (2020).
This study utilizes a combination of methods to explore attitudes towards English accents, specifically employing a questionnaire and semi-interviews Detailed information about the research methodology can be found in Chapter 3, which follows this chapter.
RESEARCH METHODOLOGY
Methodological Approach - Mixed method
This study utilized a mixed methods approach to address the limitations of using either quantitative or qualitative methods alone According to Creswell et al (2003), mixed methods involve the concurrent or sequential collection and analysis of both quantitative and qualitative data In this research, a survey questionnaire was administered to 148 English major students at the Banking Academy in Vietnam, while in-depth semi-structured interviews were conducted with 5 selected participants from the survey The quantitative data was analyzed numerically, and the qualitative data was examined as text.
Rationale for choosing mixed methods
Numerous studies have explored learners' attitudes towards English accents through quantitative and qualitative approaches, yet both methods have notable limitations The quantitative approach often fails to capture the complexities of human perceptions and beliefs, lacking depth in experience description (Choy, 2014, p.102) Additionally, leading questions may skew responses, misrepresenting actual attitudes On the other hand, qualitative methods are criticized for their lack of objectively verifiable results (Choy, 2014, p.103) To address these shortcomings, the current study utilized a mixed-method approach, combining the strengths of both methodologies.
21 including both the quantitative and qualitative approach, enables me to “understand the case in depth” (Punch, 2014: 120) as well as “match the inherent complexity of language attitudes” (Garrett et al (2003: 66))
This study employs a mixed-method approach, utilizing both quantitative (survey questionnaire) and qualitative (semi-structured interviews) methods to explore the attitudes of English major students at the Banking Academy of Vietnam towards English accents The quantitative method provides a broader perspective, while the qualitative method offers a deeper understanding of this complex socio-linguistic topic As emphasized by Teddlie and Tashakkori (2009), research methods should be carefully selected for their potential benefits, and the combination of these methods enhances the richness of the findings.
“understanding the phenomenon in question” (Dửrnyei, 2007: 47).
Participants
A total of 148 English-major students from the Banking Academy of Vietnam were involved in this research, utilizing convenience sampling This method was chosen to ensure that the findings accurately represent the broader population with minimal effort.
In a survey conducted in 2016, students from all four years of the Foreign Language faculty at Banking Academy were selected as participants This diverse selection aimed to include varying ages and levels of English proficiency, ensuring a comprehensive data analysis.
In-depth interviews were conducted with five out of 148 students selected through purposive sampling, a technique defined by Etikan et al (2016) as the intentional choice of participants based on specific qualities This method is favored in qualitative research to identify and select "rich-information cases" (Patton, 2002), maximizing the use of available resources To ensure diverse research outcomes, I purposefully chose five participants.
The study involved 22 interviewees representing diverse demographics, including variations in age, gender, English proficiency, and geographic location All participants were selected based on their willingness and voluntary consent to take part in the interview process.
Table 3 1 Background information of five interviewees
Male upper- intermediate in a big city
Female intermediate in a small town
Male upper- intermediate in a small town
Data Collection, Instruments, and Procedure
An online survey questionnaire was used in this study to explore the attitudes of students in the Faculty of Foreign Language at Banking Academy of Vietnam towards
English accents in ELF context The questionnaire was designed on Google Form and sent to participants through platforms such as Facebook or Zalo
This study utilized an online survey instead of a paper-based one for several reasons Firstly, it was conducted during the final exam preparation period for English-majored students at Banking Academy, making direct engagement difficult Secondly, the online format allowed for easy data transfer into Excel for analysis Additionally, technological advancements enabled students to access the internet effortlessly, facilitating their participation through a Google Form link Lastly, the online survey encouraged participants to share the link, resulting in quicker data collection.
To ensure all participants understood the survey questionnaire, I translated it into Vietnamese and included both language versions in the Google Form The questionnaire consists of 14 questions, where participants express their agreement or disagreement using a 5-point Likert scale, from 1 (strongly disagree) to 5 (strongly agree), except for two questions One question is a YES/NO format, while the other asks participants to rank various English accents on a 5-point Likert scale, with 1 representing "Strongly unfavorable" and 5 representing "Strongly favorable."
The questionnaire, adapted from the theories of Kim (2021) and Iskra (2016), was modified to fit the current study's context and objectives It begins with demographic questions on age, gender, English proficiency, and primary residence, while ensuring confidentiality by omitting personal details like names and contact information The survey is structured into three sections, each addressing one of the research questions: the first focuses on English-majored students' attitudes towards their own accent, and the second explores their attitudes towards various English accents.
The study examined 24 accents, concluding with participants' views on enhancing pronunciation to achieve a native accent The questionnaire was structured into specific sections and subsections, as detailed in Table 3.2.
Table 3 2 Classification of Questionare items
English-majored students’ sttitudes towards their own
English-majored students’ sttitudes towards other English accents
English-majored students’ sttitudes towards improving pronunciation to achieve native- like accents
To enhance the clarity of the questionnaire and improve participant understanding, a pilot study was conducted to gather objective feedback A pilot survey was administered to five individuals with prior experience in completing surveys The feedback was invaluable; one participant recommended breaking down the options in questions 13 and 14 into smaller parts to reduce confusion and suggested rephrasing certain questions for better comprehension The author carefully considered this feedback and made the necessary revisions before distributing the finalized questionnaire to students.
25 the Foreign Language Department at the Banking Academy through Facebook and Zalo applications from April 13 to April 16
To gain deeper insights into the participants' choices from the survey, a semi-structured interview was conducted, following a modified version of Fang's (2015) format with seven questions The interviews were scheduled flexibly to accommodate the availability of both the interviewer and the author, and were carried out in-person at the library or online via Zoom In-person interviews were recorded using a phone application, while online sessions were recorded directly on the Zoom platform.
Before the interviews began, participants received a detailed explanation of the interview's purpose and were informed that the sessions would be recorded for future data analysis They were assured that all information would remain confidential and used solely for research purposes Interviewees had the right to withdraw at any time Each interview lasted between 10 to 15 minutes and took place from April 16 to April 18.
Data Analysis
After gathering 148 responses, the Google Form was closed to begin the data analysis phase The collected data will be encoded and transferred to an Excel file to streamline the computation of essential variables, with responses digitized according to the values outlined in Table 3.3.
Table 3 3 Digitallized values of levels of Agreement and Disagreement
Secondly, check the reliability of the observed variables using SPSS software
Thirdly, mean scores and standard deviation will be calculated for all items (except for item 12) using arithmetic mean and Excel
The mean scores of the variables will be interpreted based on the distance value, using the following formula to calculate the class interval:
Class Interval = (Maximum Class - Minimum Class) : (Number of Level)
Based on the aforementioned formula, it can be observed that each value on the Likert scale will be separated by 0.8 units As a result, the following table can be constructed:
Table 3 4 Interpretation of Mean values
A One-way ANOVA analysis will be performed using SPSS software version 20 to examine the relationship between qualitative variables, such as primary living place and level of English proficiency, and quantitative variables from the questionnaire This analysis will involve specific steps to compare the correlations of the observed variables through One-way ANOVA.
+ Step 1: Check Sig Levene Test, if Sig Levene > 0.05 then move to step 2 to read the data in the ANOVA table
+ Step 2: Examine the ANOVA table for the relevant data
- If Sig F > 0.05 => conclude that there is no significant difference between mean value of variables
- If Sig F < 0.05 => conclude there is difference between mean value of variables and move onto step 3
+ Step 3: If Sig F < 0.05, analyze data in Descriptives table The mean value is directly proportional to the level of agreement with the item:
- A higher mean value indicates a greater degree of agreement
- A lower mean value implies a lower level of agreement
Finally, all results were carefully examined to ensure that the process was error-free After that, data tables were generated and added to suitable sections
Five recorded interview videos were transcribed and selected as evidence for analysis in the findings section, with interviewee names encrypted as S1, S2, S3, S4, and S5 to maintain confidentiality The transcriptions were shared with participants to ensure accurate representation of their intended meanings Participants' responses were included as quotes beneath the quantitative data findings to enhance the survey results The following outlines the summarized steps for analyzing qualitative data.
- Step 1: Transcribe all five recoreded files in texts
To ensure clarity and accuracy, it is essential to send the texts back to the interviewees for their review This allows them to address any misunderstandings or inconsistencies in how their ideas are represented, enabling them to provide feedback to the author on any aspects they find unclear.
- Step 3: Recorrect text files based on interviewees’ feedbacks
- Step 4: Choose suitable ideas and present them in the study as quotes to support the findings of the questionaire.
Conclusion
This study employed a mixed method, including a survey questionnaire and semi- structured interviews The questionnaire, which was adapted from theories of Kim
A study conducted by Iskra (2016) and others in 2021 involved 148 English major students at Banking Academy The data gathered from the questionnaire were assessed for reliability and subsequently entered into an Excel file for the calculation of mean and deviation Furthermore, one-way ANOVA analysis was utilized to examine the differences between qualitative and quantitative variables in various sections of the questionnaire.
The study's interview segment included seven questions based on Fang's (2015) theory and involved five candidates chosen through purposive sampling Interviews were held both online and offline; face-to-face meetings were recorded using a smartphone, while online sessions were conducted via Zoom and recorded directly.
The upcoming chapter will focus on data analysis using the applied methods, followed by a detailed discussion of the findings to enhance understanding of the results.
FINDINGS AND DISCUSSION
Demographic results
Figure 4.1 Respondents’ distribution by age
The questionnaire results indicate that the majority of participants were aged 22, with 41 respondents representing 27.7% of the total In contrast, only 11.5% and 14.9% of respondents were aged 18 and 20, with 17 and 22 participants respectively The lowest representation was among those over 22 years, with just 3 respondents, accounting for 2% of the total This age distribution is likely influenced by the author's access to final year students, who are predominantly 22 years old, while fewer freshmen were surveyed Additionally, the limited number of respondents over 22 may reflect that most individuals in this age group have already graduated.
Figure 4.2 Respondents’ distribution by gender
The analysis reveals a significant gender disparity among participants, with females representing the majority at 113 individuals, accounting for 76.4% of the total sample In comparison, male respondents were considerably fewer, totaling only 32 individuals, which constitutes 21.6% of the sample.
Figure 4.3 Respondents’ distribution by primary living places
The analysis of respondents' geographic origins shows a diverse distribution, with individuals from villages making up the largest portion of the sample at 68 respondents, representing the highest proportion.
The study's participant demographics reveal that 33.1% of respondents, totaling 49 individuals, reside in small towns, while those from big cities represent the smallest segment with only 20.9%, or 31 responses This indicates a diverse geographical distribution among the participants.
Figure 4.4 Respondents’ distribution by level of English proficiency
The respondents exhibited varying levels of English proficiency, with the majority, 79 participants, identifying their skills as Intermediate, representing over half of the total sample.
Among the respondents, 44 identified as Upper-intermediate, representing 29.7% of the total In contrast, those who classified themselves as Pre-intermediate and Advanced were fewer, at 12.8% and 4.1%, respectively This indicates that the majority of English majors at the Banking Academy perceive their proficiency to be at the Intermediate and Upper-intermediate levels, which is consistent with the expected standards for English majors in Vietnam However, the limited number of respondents identifying as Advanced suggests a lack of confidence in their English skills, despite the participation of many senior students in the survey.
Reliability of the Measurement
When attempting to check the reliability of a measurement, researchers often utilize a statistical measure known as Cronbach's Alpha Trizano-Hermosilla & Alvarado
Cronbach's Alpha is the most commonly used method for assessing the reliability of measurements in applied research, as noted by researchers in 2016 Ensuring data consistency through reliable measurement instruments is essential for achieving accurate research outcomes Consequently, many researchers highlight the importance of collecting valid data to effectively measure results In this study, the Cronbach's Alpha coefficient for the main sections was calculated using SPSS version 20, with the results presented in Table 4.2 below.
Table 4 2 Summary statistics of the Cronbach’s Alpha
2 Attitudes toward their own English accent
3 Attitudes towards other English accents
It is evident from Table 4.2 that the Cronbach's Alpha coefficients for each section are 0.734, 0.645, 0.839, and 0.643, respectively Many methodologists recommend
Cronbach's Alpha coefficients should ideally range from 0.60 to 0.80 or higher (Goforth, 2015) According to Ursachi et al (2015), a commonly accepted guideline suggests that a Cronbach’s Alpha between 0.60 and 0.70 indicates acceptable reliability, while coefficients of 0.80 or above are deemed superior Therefore, the Alpha coefficients presented in Table 4.2 demonstrate adequate reliability based on these established standards.
The corrected item-total correlation indicates the relationship between one variable and other observed variables within the same section Lord & Novick (1968) found that higher corrected item-total correlations lead to an increased coefficient α Additionally, Cristobal et al (2007) recommend that these correlation values should exceed 0.30 The subsequent tables display the corrected item-total correlation coefficients for the observed variables.
Table 4 3 The corrected item – total correlation of section 2
2 I feel satisfied with my own English accent 0.615
3 My accent is a part of my identity and I am proud of my English accent
4 I would like to have a native-like accent 0.577
5 I want to avoid circumstances when I have to communicate with native speakers
6 If someone compliments that I have an English accent like a native speaker, I will feel very happy
Table 4 4 The corrected item – total correlaton of section 4
7 I believe that some English accents are superior to others
9 I believe that other English accents are acceptable as long as they are intelligible
10 It is unnatural if non-native speakers try to imitate native speakers’ accent
11 I like speaking English more with native speakers than with non-native speakers
Table 4 5 The corrected item – total correlation of section 4.1
13.1 It greatly improves the general impression of me and my English proficiency
13.2 I want to find a job with high salary in the future
13.3 I want to speak English professionally, and achieving a native accent is key to achieve that goal
13.4 Achieving a native-like level helps me more easily get good marks in English-related subjects at my university
Table 4 6 The corrected item – total correlation of section 4.2
14.1 While I speak English, I still want to maintain my sense of national identity
14.2 Acquiring the native-like accent is impossible, therefore, it would be better to spend time on mastering fluency, grammar and vocabulary
14.3 People will think that I am showing off 0.398
14.4 I think my current English accent is acceptable as long as other people can understand me
The corrected item-total correlation values exceed 0.3, indicating that the observed variables satisfy the reliability criteria established in Cristobal et al.'s (2007) research.
Findings
4.3.1 English majored students’ attitudes towards their own English accent 4.3.1.1 Descriptive findings about English-majored students’ attitudes towards their own English accent
Table 4 7 Descriptive statistics about Englih-majored students’ attitudes towards their own accent
Number Items N Min Max Mean Std
2 I feel satisfied with my own English accent
3 My accent is a part of my identity and
4 I would like to have a native-like accent
5 I want to avoid circumstances when I have to communicate with native speakers
6 If someone compliments that I have an English accent like a native speaker, I will feel very happy
Figure 4.5 English-majored students’ attitudes towards their own English accent
The data in Table 4.7 indicates that most survey respondents acknowledge having a non-native accent, reflected by a mean score of 3.49 and a standard deviation of 1.198 Notably, 51.3% of participants either agreed or strongly agreed with this statement, while only 19.8% expressed disagreement.
However, when asked about their satisfaction with their own English accent, the majority of respondents expressed a neutral attitude, with a mean of 2.93 and a
Strongly disagree Disagree Neutral Agree Strongly agree
42 standard deviation of 1.095 Notably, the percentage of students choosing either
A significant 35.9% of respondents expressed strong disagreement or disagreement, surpassing the 29.1% who chose strong agreement or agreement by 6.8% This indicates a greater level of dissatisfaction among individuals compared to those who feel satisfied These findings align with the insights gathered from the conducted interviews.
5 people interviewed, 3 expressed dissatisfaction with their own English accent For example, S2 stated, "I feel unsatisfied with my English accent because when I speak
Many students expressed dissatisfaction with their English accents, feeling that their flat tones and lack of accent stress hindered comprehension S4 noted that while peers excelled in British and American accents, their own sounded distinctly Vietnamese Similarly, S5 attributed their accent to a high school teacher with a strong Vietnamese-English influence, leading to a lack of confidence in their voice In contrast, S3 felt satisfied with their accent, recognizing that regional variations are normal and that others can understand them Ultimately, only 2 out of 5 interviewees were content with their accents.
In relation to item 3, which states, "My accent is a part of my identity and I am proud of my English accent," the majority of respondents displayed a neutral stance, reflected in a mean score of 3.01 and a standard deviation of 1.106 Notably, 35.1% of participants selected Neutral, representing the highest percentage among the available options The second most frequent response was Disagree, at 26.4%, followed by Agree, which garnered 19.6% This response pattern aligns closely with the findings for the previous item.
Respondents who expressed dissatisfaction with their English accent in item 2 were also more inclined to disagree with feeling proud of their accent in item 3.
In regards to item 4 (I would like to have a native-like accent), a large number of respondents agreed with this statement with results for the calculated mean and
The standard deviation for item 4 is 4.2 and 0.916, indicating a strong consensus among respondents As shown in Figure 4.5, 75.6% of participants agreed or strongly agreed with the statement, while only 4.7% disagreed, and none chose to strongly disagree This aligns with interview findings, where participants S1, S2, S4, and S5 expressed a desire for a native-like accent S4 emphasized the importance of effective communication, stating, “In fact, the core of communication is to say how to make the listener understand, right? But for me personally, in addition to letting others understand me, I also want to aim to speak with a native-like accent, specifically British-English accent."
Most respondents expressed a desire to avoid communicating with native speakers, reflected in a mean score of 4.36 and a standard deviation of 0.670 for Item 5 As illustrated in Figure 4.5, 89.19% of participants either Strongly agreed or Agreed with this sentiment During interviews, many shared similar feelings, with one respondent, S3, noting, “I work as a teaching assistant for foreign teachers, and although I have to communicate with native speakers sometimes, I feel self-conscious about my accent.”
I was concerned that the native speaker would pick up on my mistakes and judge me negatively Therefore, I try to avoid communicating with them as much as possible.”
Similarly, S2 stated, “I feel quite shy when I have to communicate with native speakers I know I make many pronunciation mistakes, and my intonation is quite flat
I think it may be hard for them to understand me, so I avoid engaging in long conversations with them If necessary, I only speak one or two sentences”
Item 6 reveals that 4.03 is the mean score and 0.969 is the standard deviation, indicating strong agreement among respondents regarding the happiness derived from being complimented on having a native-like English accent The data shows that 31.8% of respondents selected "Agree" and 39.2% chose "Strongly agree," together representing over half of the total responses In contrast, only 1.4% and 4.7% expressed "Strongly disagree" and "Disagree," respectively These results align closely with findings from Item 4, where a significant number of respondents expressed a desire for a native-like accent, suggesting that compliments in this regard are likely to evoke feelings of gratification.
4.3.1.2 Findings on the correlation between the primary living place and level of English proficiency on English-majored students’ attitudes towards their own English accent
Table 4 8 ANOVA statistics about the correlation between the primary living place and attitudes towards
2 I feel satisfied with my own English accent 7.176 0.001
3 My accent is a part of my identity and I am proud of my English accent
4 I would like to have a native-like accent 0.230 0.795
5 I want to avoid circumstances when I have to communicate with native speakers
6 If someone compliments that I have an
English accent like a native speaker, I will feel very happy
The analysis of primary living places reveals that the Sig values for items 1, 4, 5, and 6 are 0.087, 0.795, 0.814, and 0.807, respectively Since all these values exceed 0.05, it suggests that there is no significant relationship among these items.
There is a significant difference in attitudes towards certain items among students from villages, small towns, and big cities Specifically, items 2 and 3 show significance values of 0.01 and 0.02, respectively, indicating notable differences in perspectives based on the type of area where students reside Detailed comparisons of these differences can be found in Table 4.9 below.
Table 4 9 Descriptive statistics about correlation between the primary living place and attitudes towards their own English accent
Number Items Where is your primary living place?
2 I feel satisfied with my own English accent in a village 68 2.59 1.109 in a small town
3 My accent is a part of my identity and I am proud of my in a village 68 2.68 1.126 in a small town
English accent in a big city 31 3.42 0.923
Table 4.9 reveals significant regional differences in English-majored students' satisfaction and pride in their accents Students from villages reported the lowest satisfaction with their accents (M=2.59), while those from big cities expressed the highest satisfaction (M=3.39) Additionally, pride in their English accents was also lowest among village students (M=2.68) and highest among city students (M=3.42).
Table 4 10 ANOVA statistics about the correlation between level of English proiciency and attitudes towards their own accent
2 I feel satisfied with my own English accent
3 My accent is a part of my identity and I am proud of my English accent
4 I would like to have a native-like accent 0.577 0.631
5 I want to avoid circumstances when I have to communicate with native
6 If someone compliments that I have an
English accent like a native speaker, I will feel very happy
The analysis of English proficiency levels reveals no significant differences in attitudes towards items 1, 4, 5, and 6, as indicated by Sig values greater than 0.05 However, significant differences are noted for items 2 and 3, with Sig values of