Luận văn desgning an english oral achievement test for second year students at bac ninh physical education an sports university

Methodology ‘The above-given questions are to he answered by means of: Q Gathering reference maicrials; analyzing and synthetisiving the findings into principles, qualities and formats a

DUONG THI HOA

“DESIGNING AN ENGLISH ORAL ACHIEVEMENT TEST FOR

SECOND YEAR STUDENTS AT BAC NINH PHYSICAL

EDUCATION AND SPORTS UNIVERSITY”

(THIET KE BAI THI VAN DAP TIENG ANH CHO SINH VIEN NAM

THU HAI TRUONG DAI HOC THE DUC THE THAO BAC NINH)

MINOR PROGRAMME THESIS

FIELD: English Teaching Methodology

CODE: 601410

HA NOI - 2011

DUONG THI HOA

“DESIGNING AN ENGLISH ORAL ACHIEVEMENT TEST FOR

SECOND YEAR STUDENTS AT BAC NINH PHYSICAL

EDUCATION AND SPORTS UNIVERSITY”

(THIET KE BAI THI VAN DAP TIENG ANH CHO SINH VIÊN NĂM

THU HAI TRUONG DAI HOC THE DUC THE THAO BAC NINH)

MINOR PROGRAMME THESIS

FIELD: English Teaching Methodology CODE: 601410

SUPERVISOR: Dé Ba Quy, MEd

HA NOI - 2011

1.5 Testing speaking skills

1.5.1 Whatis a spoken test

1.5.2 What should be tested

APPENDIX C THE SAMPLE TEST

APPENDIX D THE ANSWER KEY FOR SAMPLE TEST

APPENDIX E TILE EXTRA SPEAKING MATERIAL!

Because of limitation of the time, the author of the study does not cover testing

issues [or all the four skills, but only places emphasis on the third seme English oral achievement test for second year at Bac Ninh UPES

It deals with the general ideas of language testing, of the current test and the design of the final oral achivernent (est for the second year students al Bac Ninh UPTS

5 Methodology

‘The above-given questions are to he answered by means of:

(Q) Gathering reference maicrials; analyzing and synthetisiving the findings into principles, qualities and formats as the basis to evaluate the current testing situation at Bac Ninh UPES toward designing an English oral achievement test for second year students

(2) tmplaying questionnaires, inlerviews, opinion exchanges aud experimental tests lo collect data for the study

6 Design of the study

The study consists of three parts and each one presents a set of related issues:

- The first part provides basic information such as rationale, aims, design, scope and methodology of the study

= The second part, which is the main parl, is sub divided inlo three chaplers

+ The first chapter “ Literature review”, which is the most theoretical one, looks at the background knowledge on language testing

| The second chapler which discusses on methodology, presents the deep analysis af the

solting including the quostionnaires, dircet

new test, It also describes data collection instruments, data collection procedure and data

analysis

interviews, anil analysis of students’ needs for a

+ The third chapicr is tho most important one whieh touches upon the designing an English oral achievement test for second year students at Bae Ninh UPES based on the above — mentioned theoretical and practical study

~ And the final part, the author shed the mantle of reviewing the study and suggcsting further research

TART B DEVELOPMENT

CHAPTER 1 LITERATURE REVIEW

Some literature review about language testing, the role of testing, achievement test

and some criteria of a good test are presented in this chapter

1.1 Language testing

It can be said that language tests arc valuable tools for providing infonnation

conceming language teaching On the one hand, they provide evidence of the results of learning and instructing and the effectiveness of teaching On the other hand, they also

provide information for both teachers and students to make decisions Teachers should

determine what specific kinds learning materials or activities are suitable for their students basing on their strength and weakness or diagnosis of the amount of knowledge they have

Jeamt and make sure that they are ready to move to another unit

For these reasons, all language teaching should involve testing and it becomes one

of the main aspects of methodology Many researchers have given out definitions of testing

with different points of view

Allen(1974: 313) provides the following definition of tests:

A test is a measuring device which we use when we want to compare an individual with other individuals who belong to the seme group

The author emphasizes testing as an instrument to ensure that students have a sense

of compelition rather than lo know how good their performance is and in which condition a

test can take place

According to Carroll (1968: 46}, a psychological or educational test can be considered as a

procedwe designed to elicit behavior from which one can make inference about

characteristics of an individual

From this definition, it follows that a test is a measurement designed to clicit a

particular behavior of each individual And what a test from other types of measurement,

according to Bachman, (1990: 20) is thal il is designed to oblain specific sample of

behavior

This distinction is believed to be of great importance because it reflects the primary

justi ication replaced for the use of language tests and implicates how we design, develop

Because of limitation of the time, the author of the study does not cover testing

issues [or all the four skills, but only places emphasis on the third seme English oral achievement test for second year at Bac Ninh UPES

It deals with the general ideas of language testing, of the current test and the design of the final oral achivernent (est for the second year students al Bac Ninh UPTS

5 Methodology

‘The above-given questions are to he answered by means of:

(Q) Gathering reference maicrials; analyzing and synthetisiving the findings into principles, qualities and formats as the basis to evaluate the current testing situation at Bac Ninh UPES toward designing an English oral achievement test for second year students

(2) tmplaying questionnaires, inlerviews, opinion exchanges aud experimental tests lo collect data for the study

6 Design of the study

The study consists of three parts and each one presents a set of related issues:

- The first part provides basic information such as rationale, aims, design, scope and methodology of the study

= The second part, which is the main parl, is sub divided inlo three chaplers

+ The first chapter “ Literature review”, which is the most theoretical one, looks at the background knowledge on language testing

| The second chapler which discusses on methodology, presents the deep analysis af the

solting including the quostionnaires, dircet

new test, It also describes data collection instruments, data collection procedure and data

analysis

interviews, anil analysis of students’ needs for a

+ The third chapicr is tho most important one whieh touches upon the designing an English oral achievement test for second year students at Bae Ninh UPES based on the above — mentioned theoretical and practical study

~ And the final part, the author shed the mantle of reviewing the study and suggcsting further research

Because of limitation of the time, the author of the study does not cover testing

issues [or all the four skills, but only places emphasis on the third seme

English oral

achievement test for second year at Bac Ninh UPES

It deals with the general ideas of language testing, of the current test and the design of the final oral achivernent (est for the second year students al Bac Ninh UPTS

(2) tmplaying questionnaires, inlerviews, opinion exchanges aud experimental tests lo collect data for the study

6 Design of the study

The study consists of three parts and each one presents a set of related issues:

- The first part provides basic information such as rationale, aims, design, scope and methodology of the study

= The second part, which is the main parl, is sub divided inlo three chaplers

+ The first chapter “ Literature review”, which is the most theoretical one, looks at the background knowledge on language testing

| The second chapler which discusses on methodology, presents the deep analysis af the

solting including the quostionnaires, dircet

new test, It also describes data collection instruments, data collection procedure and data

analysis

interviews, anil analysis of students’ needs for a

+ The third chapicr is tho most important one whieh touches upon the designing an English oral achievement test for second year students at Bae Ninh UPES based on the above — mentioned theoretical and practical study

~ And the final part, the author shed the mantle of reviewing the study and suggcsting further research

and use them to their best use ‘Thus, language tests can provide ths means for more focus

om the specific assure of imicre

Another interesting detinition of testing is provided by Ibe (1981: 1) as follow:

A sample of behavior under controlled of specified conditions and aimed towards providing a hasis for performing judgement

The term a sumple of behavior used here is rather broad and it means something alse rather than the traditional types of papers and pencils Read (1983) shares the same idea with The in the that a sample of behaviors suggesis langusge tosling ccirlairly

ineludes listemng and speaking skills as well as reading and writing ones

However, Heaton (1988:5) looks at testing in a different way In his opinion, tests ate as a

means of assessing the students” porforrumos and to motivate the students He looks at lests with positive eyes as many students are eager to take at the end of the semester to know how much knowledge they have One important thing 1s that he points out the relationship between testing and teaching

In short, from the above descriptions, testing is an cffeotive means of measuring and assessing students’ language knowledge and skill It is of great use to both language isaching and learning

1.2 The rale af testing,

Unlike tests of other abilities or areas of knowledge where we frequently use lamguage in the process of measuring something else, in language lesis, we use language as

a Ticasure nl of language ability irr sccond language acquisition, Simuilarly, language

can be valuable sources of information about the effectiveness of learning and teaching

12.4 Vesting and teaching

A large number of examization and tests in the pas! tended 1o separate lasting from teaching, Heaton (1988: 5 ) emphasizes that teaching and testing in some ways are so interwoven and independent that is very difficult to tease apart.” Both testing and teaching are so eloscly interrclated that it is virtually impossible to work in cither ficld without being constantly concemed with the others” However, thanks to the steady change in the approaches to language teaching with a remarkable shift of emphasis fom dicrete - point lems Lo intergrative and communicative tests, testing, teaching and Icarting becarnz more

and more interrelated.

TART B DEVELOPMENT

CHAPTER 1 LITERATURE REVIEW

Some literature review about language testing, the role of testing, achievement test

and some criteria of a good test are presented in this chapter

1.1 Language testing

It can be said that language tests arc valuable tools for providing infonnation

conceming language teaching On the one hand, they provide evidence of the results of learning and instructing and the effectiveness of teaching On the other hand, they also

provide information for both teachers and students to make decisions Teachers should

determine what specific kinds learning materials or activities are suitable for their students basing on their strength and weakness or diagnosis of the amount of knowledge they have

Jeamt and make sure that they are ready to move to another unit

For these reasons, all language teaching should involve testing and it becomes one

of the main aspects of methodology Many researchers have given out definitions of testing

with different points of view

Allen(1974: 313) provides the following definition of tests:

A test is a measuring device which we use when we want to compare an individual with other individuals who belong to the seme group

The author emphasizes testing as an instrument to ensure that students have a sense

of compelition rather than lo know how good their performance is and in which condition a

test can take place

According to Carroll (1968: 46}, a psychological or educational test can be considered as a

procedwe designed to elicit behavior from which one can make inference about

characteristics of an individual

From this definition, it follows that a test is a measurement designed to clicit a

particular behavior of each individual And what a test from other types of measurement,

according to Bachman, (1990: 20) is thal il is designed to oblain specific sample of

behavior

This distinction is believed to be of great importance because it reflects the primary

justi ication replaced for the use of language tests and implicates how we design, develop

tò

also administered and marked these tests Ller teaching experience shows that there still

romain some problems thal need to he solved such as the [ssl content, the gap between what

is tested and what is taught, the reuse of tests from years to years, trom class to class As a result, tests may lack of validity and realibility

Since 2010 al Bac Ninh UPRS students have been required to da an oral

achievement test at the end of each semester, Having good English result in the first year enables them to have better result in their specialty Knowing the importance of speaking skill for students al UPI achors in the English group regard ora achiavernent tosh as a means to reinforce students’ knowledge and motivate their leaning,

On the ground of the problem already mentioned, the author has decided to choose Designing an English Oral Achievement Test for Second Yeur students ut Buc Ninh Physical Education and Sports University (Bac Ninh UPES) in an attamp to solve the testing problems here and share her testing experience with her colleages and those whe are concemed with this area

2 Aims of the study

The study aims at examining the current testing situation and English tests at Bac Ninh UPRS lowards designing an Tnglish oral achievernenl test for second yzar students With the above- mentioned rationale, the specific aims of the study are:

— Evaluating the current situation of English oral test in terms of its content, time atfowance and marking scales

— Investigating leachcrs’suggestions for improvemenl of the current testing

situation in general and oral test in particular

Proposing a sample test as an illustration of a newly designed test based on the old one

3 Research questions

To gain the above aims of the study, the following questions are addressed:

(1) Whatis the current English oral testing situation at Bac Ninh UPES?

(2) What are the teachers’suggestions for improving the current English testing

situation for the second year students at Bac Ninh UPES?

3) What test components and Lest contents are considered 1 be appropriate for the intended English oral achievement test?

4, Scope of the study

tò

also administered and marked these tests Ller teaching experience shows that there still

romain some problems thal need to he solved such as the [ssl content, the gap between what

is tested and what is taught, the reuse of tests from years to years, trom class to class As a result, tests may lack of validity and realibility

Since 2010 al Bac Ninh UPRS students have been required to da an oral

achievement test at the end of each semester, Having good English result in the first year enables them to have better result in their specialty Knowing the importance of speaking skill for students al UPI

2 Aims of the study

The study aims at examining the current testing situation and English tests at Bac Ninh UPRS lowards designing an Tnglish oral achievernenl test for second yzar students With the above- mentioned rationale, the specific aims of the study are:

— Evaluating the current situation of English oral test in terms of its content, time atfowance and marking scales

— Investigating leachcrs’suggestions for improvemenl of the current testing

situation in general and oral test in particular

Proposing a sample test as an illustration of a newly designed test based on the old one

3 Research questions

To gain the above aims of the study, the following questions are addressed:

(1) Whatis the current English oral testing situation at Bac Ninh UPES?

(2) What are the teachers’suggestions for improving the current English testing

situation for the second year students at Bac Ninh UPES?

3) What test components and Lest contents are considered 1 be appropriate for the intended English oral achievement test?

4, Scope of the study

APPENDIX C THE SAMPLE TEST

APPENDIX D THE ANSWER KEY FOR SAMPLE TEST

APPENDIX E TILE EXTRA SPEAKING MATERIAL!

2.3.Overview the material used for second year students at BAC NINII UPLS

2.4, Current testing silualion al BAC NINH UPES khe

2.5 Results and discussions

2.5.1 The subjects

2.5.2 Instruments for collecting data

2.5.3 Analysis of the collcetcd đata

2.5.3.1 ‘Teachers’ survey questionnaire and interview

3.3.2.6 Detailed construction for the test

cond year sinden|

al BAC NINH UPES

28

28

29 2g

39

Because of limitation of the time, the author of the study does not cover testing

issues [or all the four skills, but only places emphasis on the third seme English oral achievement test for second year at Bac Ninh UPES

It deals with the general ideas of language testing, of the current test and the design of the final oral achivernent (est for the second year students al Bac Ninh UPTS

5 Methodology

‘The above-given questions are to he answered by means of:

(Q) Gathering reference maicrials; analyzing and synthetisiving the findings into principles, qualities and formats as the basis to evaluate the current testing situation at Bac Ninh UPES toward designing an English oral achievement test for second year students

(2) tmplaying questionnaires, inlerviews, opinion exchanges aud experimental tests lo collect data for the study

6 Design of the study

The study consists of three parts and each one presents a set of related issues:

- The first part provides basic information such as rationale, aims, design, scope and methodology of the study

= The second part, which is the main parl, is sub divided inlo three chaplers

+ The first chapter “ Literature review”, which is the most theoretical one, looks at the background knowledge on language testing

| The second chapler which discusses on methodology, presents the deep analysis af the

solting including the quostionnaires, dircet

new test, It also describes data collection instruments, data collection procedure and data

analysis

interviews, anil analysis of students’ needs for a

+ The third chapicr is tho most important one whieh touches upon the designing an English oral achievement test for second year students at Bae Ninh UPES based on the above — mentioned theoretical and practical study

~ And the final part, the author shed the mantle of reviewing the study and suggcsting further research

and use them to their best use ‘Thus, language tests can provide ths means for more focus

om the specific assure of imicre

Another interesting detinition of testing is provided by Ibe (1981: 1) as follow:

A sample of behavior under controlled of specified conditions and aimed towards providing a hasis for performing judgement

The term a sumple of behavior used here is rather broad and it means something alse rather than the traditional types of papers and pencils Read (1983) shares the same idea with The in the that a sample of behaviors suggesis langusge tosling ccirlairly

ineludes listemng and speaking skills as well as reading and writing ones

However, Heaton (1988:5) looks at testing in a different way In his opinion, tests ate as a

means of assessing the students” porforrumos and to motivate the students He looks at lests with positive eyes as many students are eager to take at the end of the semester to know how much knowledge they have One important thing 1s that he points out the relationship between testing and teaching

In short, from the above descriptions, testing is an cffeotive means of measuring and assessing students’ language knowledge and skill It is of great use to both language isaching and learning

1.2 The rale af testing,

Unlike tests of other abilities or areas of knowledge where we frequently use lamguage in the process of measuring something else, in language lesis, we use language as

a Ticasure nl of language ability irr sccond language acquisition, Simuilarly, language

can be valuable sources of information about the effectiveness of learning and teaching

12.4 Vesting and teaching

A large number of examization and tests in the pas! tended 1o separate lasting from teaching, Heaton (1988: 5 ) emphasizes that teaching and testing in some ways are so interwoven and independent that is very difficult to tease apart.” Both testing and teaching are so eloscly interrclated that it is virtually impossible to work in cither ficld without being constantly concemed with the others” However, thanks to the steady change in the approaches to language teaching with a remarkable shift of emphasis fom dicrete - point lems Lo intergrative and communicative tests, testing, teaching and Icarting becarnz more

and more interrelated.

PART A, INTRODUCTION

1 Rationale for the study

Language is not only a main medium of education, but also intunsically involved in every school subject to such a degree that education should be viewed as a “ languaging” Pro

The twentieth century has seen the rise of English as the most widely used international means of communication with different purposes Anyone no matter where he lives is likely to be aware of the fact thal having knowledge of English helps him achieve the latest information on sience and technology and mntergrade himself’ into the outside world, In Vietnam, English has received widespread attention

Bae Ninh Physical cducation and Sports University plays a very important role in training well qualified and experienced teachers of sports and coaches to satisfy the needs

of the country ‘I'he communicative approach to Language ‘Teaching with the most effective and modern (caching techniques have bean applicd 10 develop students” linguistic and communicative competence by the teachers fiom this university, The teachers make full use

of time to develop the four language skills during the course in an attemp to help their students communicate effectively have a successfiil communication in the target language However, teachers should not be confined to imparting teaching and Icaming with testing

It is of special importance in educational system, which is highly competitive as testing not

only acts as an indirect stimulus lo leaming bai plays @ crucial role in dslennining the success or fhilure of one’s own career, In the World Yearbook of education 1969, Lauwerys and Seaton highlights: “Thus, testing is an important tool in educational light both the nature of anguage proficiency and language learning”

In addition, testing also pushes up caching and learning activities As Niga (1977) oles Tests are assumed to be powerful determiners of what happens in classrooms and it is commonly claimed that they affect teaching and learning activities both directly and indireelly

‘No one can deny the fact that testing is an important part in teaching and learning process, but has it heen paid enough attention yet? Having taught English for students at Bac Ninh University of Physical cducation and sports for nearly 16 years, author of this study has designed tests of all four language skills, especially the specking skills She has

Because of limitation of the time, the author of the study does not cover testing

issues [or all the four skills, but only places emphasis on the third seme

English oral

achievement test for second year at Bac Ninh UPES

It deals with the general ideas of language testing, of the current test and the design of the final oral achivernent (est for the second year students al Bac Ninh UPTS

(2) tmplaying questionnaires, inlerviews, opinion exchanges aud experimental tests lo collect data for the study

6 Design of the study

The study consists of three parts and each one presents a set of related issues:

- The first part provides basic information such as rationale, aims, design, scope and methodology of the study

= The second part, which is the main parl, is sub divided inlo three chaplers

+ The first chapter “ Literature review”, which is the most theoretical one, looks at the background knowledge on language testing

| The second chapler which discusses on methodology, presents the deep analysis af the

solting including the quostionnaires, dircet

new test, It also describes data collection instruments, data collection procedure and data

analysis

interviews, anil analysis of students’ needs for a

+ The third chapicr is tho most important one whieh touches upon the designing an English oral achievement test for second year students at Bae Ninh UPES based on the above — mentioned theoretical and practical study

~ And the final part, the author shed the mantle of reviewing the study and suggcsting further research

tò

also administered and marked these tests Ller teaching experience shows that there still

romain some problems thal need to he solved such as the [ssl content, the gap between what

is tested and what is taught, the reuse of tests from years to years, trom class to class As a result, tests may lack of validity and realibility

Since 2010 al Bac Ninh UPRS students have been required to da an oral

achievement test at the end of each semester, Having good English result in the first year enables them to have better result in their specialty Knowing the importance of speaking skill for students al UPI achors in the English group regard ora achiavernent tosh as a means to reinforce students’ knowledge and motivate their leaning,

On the ground of the problem already mentioned, the author has decided to choose Designing an English Oral Achievement Test for Second Yeur students ut Buc Ninh Physical Education and Sports University (Bac Ninh UPES) in an attamp to solve the testing problems here and share her testing experience with her colleages and those whe are concemed with this area

2 Aims of the study

The study aims at examining the current testing situation and English tests at Bac Ninh UPRS lowards designing an Tnglish oral achievernenl test for second yzar students With the above- mentioned rationale, the specific aims of the study are:

— Evaluating the current situation of English oral test in terms of its content, time atfowance and marking scales

— Investigating leachcrs’suggestions for improvemenl of the current testing

situation in general and oral test in particular

Proposing a sample test as an illustration of a newly designed test based on the old one

3 Research questions

To gain the above aims of the study, the following questions are addressed:

(1) Whatis the current English oral testing situation at Bac Ninh UPES?

(2) What are the teachers’suggestions for improving the current English testing

situation for the second year students at Bac Ninh UPES?

3) What test components and Lest contents are considered 1 be appropriate for the intended English oral achievement test?

4, Scope of the study

APPENDIX C THE SAMPLE TEST

APPENDIX D THE ANSWER KEY FOR SAMPLE TEST

APPENDIX E TILE EXTRA SPEAKING MATERIAL!

Because of limitation of the time, the author of the study does not cover testing

issues [or all the four skills, but only places emphasis on the third seme English oral achievement test for second year at Bac Ninh UPES

It deals with the general ideas of language testing, of the current test and the design of the final oral achivernent (est for the second year students al Bac Ninh UPTS

5 Methodology

‘The above-given questions are to he answered by means of:

(Q) Gathering reference maicrials; analyzing and synthetisiving the findings into principles, qualities and formats as the basis to evaluate the current testing situation at Bac Ninh UPES toward designing an English oral achievement test for second year students

(2) tmplaying questionnaires, inlerviews, opinion exchanges aud experimental tests lo collect data for the study

6 Design of the study

The study consists of three parts and each one presents a set of related issues:

- The first part provides basic information such as rationale, aims, design, scope and methodology of the study

= The second part, which is the main parl, is sub divided inlo three chaplers

+ The first chapter “ Literature review”, which is the most theoretical one, looks at the background knowledge on language testing

| The second chapler which discusses on methodology, presents the deep analysis af the

solting including the quostionnaires, dircet

new test, It also describes data collection instruments, data collection procedure and data

analysis

interviews, anil analysis of students’ needs for a

+ The third chapicr is tho most important one whieh touches upon the designing an English oral achievement test for second year students at Bae Ninh UPES based on the above — mentioned theoretical and practical study

~ And the final part, the author shed the mantle of reviewing the study and suggcsting further research

and use them to their best use ‘Thus, language tests can provide ths means for more focus

om the specific assure of imicre

Another interesting detinition of testing is provided by Ibe (1981: 1) as follow:

A sample of behavior under controlled of specified conditions and aimed towards providing a hasis for performing judgement

The term a sumple of behavior used here is rather broad and it means something alse rather than the traditional types of papers and pencils Read (1983) shares the same idea with The in the that a sample of behaviors suggesis langusge tosling ccirlairly

ineludes listemng and speaking skills as well as reading and writing ones

However, Heaton (1988:5) looks at testing in a different way In his opinion, tests ate as a

means of assessing the students” porforrumos and to motivate the students He looks at lests with positive eyes as many students are eager to take at the end of the semester to know how much knowledge they have One important thing 1s that he points out the relationship between testing and teaching

In short, from the above descriptions, testing is an cffeotive means of measuring and assessing students’ language knowledge and skill It is of great use to both language isaching and learning

1.2 The rale af testing,

Unlike tests of other abilities or areas of knowledge where we frequently use lamguage in the process of measuring something else, in language lesis, we use language as

a Ticasure nl of language ability irr sccond language acquisition, Simuilarly, language

can be valuable sources of information about the effectiveness of learning and teaching

12.4 Vesting and teaching

A large number of examization and tests in the pas! tended 1o separate lasting from teaching, Heaton (1988: 5 ) emphasizes that teaching and testing in some ways are so interwoven and independent that is very difficult to tease apart.” Both testing and teaching are so eloscly interrclated that it is virtually impossible to work in cither ficld without being constantly concemed with the others” However, thanks to the steady change in the approaches to language teaching with a remarkable shift of emphasis fom dicrete - point lems Lo intergrative and communicative tests, testing, teaching and Icarting becarnz more

and more interrelated.

tò

also administered and marked these tests Ller teaching experience shows that there still

romain some problems thal need to he solved such as the [ssl content, the gap between what

is tested and what is taught, the reuse of tests from years to years, trom class to class As a result, tests may lack of validity and realibility

Since 2010 al Bac Ninh UPRS students have been required to da an oral

achievement test at the end of each semester, Having good English result in the first year enables them to have better result in their specialty Knowing the importance of speaking skill for students al UPI achors in the English group regard ora achiavernent tosh as a means to reinforce students’ knowledge and motivate their leaning,

On the ground of the problem already mentioned, the author has decided to choose Designing an English Oral Achievement Test for Second Yeur students ut Buc Ninh Physical Education and Sports University (Bac Ninh UPES) in an attamp to solve the testing problems here and share her testing experience with her colleages and those whe are concemed with this area

2 Aims of the study

The study aims at examining the current testing situation and English tests at Bac Ninh UPRS lowards designing an Tnglish oral achievernenl test for second yzar students With the above- mentioned rationale, the specific aims of the study are:

— Evaluating the current situation of English oral test in terms of its content, time atfowance and marking scales

— Investigating leachcrs’suggestions for improvemenl of the current testing

situation in general and oral test in particular

Proposing a sample test as an illustration of a newly designed test based on the old one

3 Research questions

To gain the above aims of the study, the following questions are addressed:

(1) Whatis the current English oral testing situation at Bac Ninh UPES?

(2) What are the teachers’suggestions for improving the current English testing

situation for the second year students at Bac Ninh UPES?

3) What test components and Lest contents are considered 1 be appropriate for the intended English oral achievement test?

4, Scope of the study

2.3.Overview the material used for second year students at BAC NINII UPLS

2.4, Current testing silualion al BAC NINH UPES khe

2.5 Results and discussions

2.5.1 The subjects

2.5.2 Instruments for collecting data

2.5.3 Analysis of the collcetcd đata

2.5.3.1 ‘Teachers’ survey questionnaire and interview

3.3.2.6 Detailed construction for the test

cond year sinden|

al BAC NINH UPES

28

28

29 2g

39

PART A, INTRODUCTION

1 Rationale for the study

Language is not only a main medium of education, but also intunsically involved in every school subject to such a degree that education should be viewed as a “ languaging” Pro

The twentieth century has seen the rise of English as the most widely used international means of communication with different purposes Anyone no matter where he lives is likely to be aware of the fact thal having knowledge of English helps him achieve the latest information on sience and technology and mntergrade himself’ into the outside world, In Vietnam, English has received widespread attention

Bae Ninh Physical cducation and Sports University plays a very important role in training well qualified and experienced teachers of sports and coaches to satisfy the needs

of the country ‘I'he communicative approach to Language ‘Teaching with the most effective and modern (caching techniques have bean applicd 10 develop students” linguistic and communicative competence by the teachers fiom this university, The teachers make full use

of time to develop the four language skills during the course in an attemp to help their students communicate effectively have a successfiil communication in the target language However, teachers should not be confined to imparting teaching and Icaming with testing

It is of special importance in educational system, which is highly competitive as testing not

only acts as an indirect stimulus lo leaming bai plays @ crucial role in dslennining the success or fhilure of one’s own career, In the World Yearbook of education 1969, Lauwerys and Seaton highlights: “Thus, testing is an important tool in educational light both the nature of anguage proficiency and language learning”

In addition, testing also pushes up caching and learning activities As Niga (1977) oles Tests are assumed to be powerful determiners of what happens in classrooms and it is commonly claimed that they affect teaching and learning activities both directly and indireelly

‘No one can deny the fact that testing is an important part in teaching and learning process, but has it heen paid enough attention yet? Having taught English for students at Bac Ninh University of Physical cducation and sports for nearly 16 years, author of this study has designed tests of all four language skills, especially the specking skills She has

tò

also administered and marked these tests Ller teaching experience shows that there still

romain some problems thal need to he solved such as the [ssl content, the gap between what

is tested and what is taught, the reuse of tests from years to years, trom class to class As a result, tests may lack of validity and realibility

Since 2010 al Bac Ninh UPRS students have been required to da an oral

achievement test at the end of each semester, Having good English result in the first year enables them to have better result in their specialty Knowing the importance of speaking skill for students al UPI

2 Aims of the study

The study aims at examining the current testing situation and English tests at Bac Ninh UPRS lowards designing an Tnglish oral achievernenl test for second yzar students With the above- mentioned rationale, the specific aims of the study are:

— Evaluating the current situation of English oral test in terms of its content, time atfowance and marking scales

— Investigating leachcrs’suggestions for improvemenl of the current testing

situation in general and oral test in particular

Proposing a sample test as an illustration of a newly designed test based on the old one

3 Research questions

To gain the above aims of the study, the following questions are addressed:

(1) Whatis the current English oral testing situation at Bac Ninh UPES?

(2) What are the teachers’suggestions for improving the current English testing

situation for the second year students at Bac Ninh UPES?

3) What test components and Lest contents are considered 1 be appropriate for the intended English oral achievement test?

4, Scope of the study

APPENDIX C THE SAMPLE TEST

APPENDIX D THE ANSWER KEY FOR SAMPLE TEST

APPENDIX E TILE EXTRA SPEAKING MATERIAL!

APPENDIX C THE SAMPLE TEST

APPENDIX D THE ANSWER KEY FOR SAMPLE TEST

APPENDIX E TILE EXTRA SPEAKING MATERIAL!

and use them to their best use ‘Thus, language tests can provide ths means for more focus

om the specific assure of imicre

Another interesting detinition of testing is provided by Ibe (1981: 1) as follow:

A sample of behavior under controlled of specified conditions and aimed towards providing a hasis for performing judgement

The term a sumple of behavior used here is rather broad and it means something alse rather than the traditional types of papers and pencils Read (1983) shares the same idea with The in the that a sample of behaviors suggesis langusge tosling ccirlairly

ineludes listemng and speaking skills as well as reading and writing ones

However, Heaton (1988:5) looks at testing in a different way In his opinion, tests ate as a

means of assessing the students” porforrumos and to motivate the students He looks at lests with positive eyes as many students are eager to take at the end of the semester to know how much knowledge they have One important thing 1s that he points out the relationship between testing and teaching

In short, from the above descriptions, testing is an cffeotive means of measuring and assessing students’ language knowledge and skill It is of great use to both language isaching and learning

1.2 The rale af testing,

Unlike tests of other abilities or areas of knowledge where we frequently use lamguage in the process of measuring something else, in language lesis, we use language as

a Ticasure nl of language ability irr sccond language acquisition, Simuilarly, language

can be valuable sources of information about the effectiveness of learning and teaching

12.4 Vesting and teaching

A large number of examization and tests in the pas! tended 1o separate lasting from teaching, Heaton (1988: 5 ) emphasizes that teaching and testing in some ways are so interwoven and independent that is very difficult to tease apart.” Both testing and teaching are so eloscly interrclated that it is virtually impossible to work in cither ficld without being constantly concemed with the others” However, thanks to the steady change in the approaches to language teaching with a remarkable shift of emphasis fom dicrete - point lems Lo intergrative and communicative tests, testing, teaching and Icarting becarnz more

and more interrelated.

TART B DEVELOPMENT

CHAPTER 1 LITERATURE REVIEW

Some literature review about language testing, the role of testing, achievement test

and some criteria of a good test are presented in this chapter

1.1 Language testing

It can be said that language tests arc valuable tools for providing infonnation

conceming language teaching On the one hand, they provide evidence of the results of learning and instructing and the effectiveness of teaching On the other hand, they also

provide information for both teachers and students to make decisions Teachers should

determine what specific kinds learning materials or activities are suitable for their students basing on their strength and weakness or diagnosis of the amount of knowledge they have

Jeamt and make sure that they are ready to move to another unit

For these reasons, all language teaching should involve testing and it becomes one

of the main aspects of methodology Many researchers have given out definitions of testing

with different points of view

Allen(1974: 313) provides the following definition of tests:

A test is a measuring device which we use when we want to compare an individual with other individuals who belong to the seme group

The author emphasizes testing as an instrument to ensure that students have a sense

of compelition rather than lo know how good their performance is and in which condition a

test can take place

According to Carroll (1968: 46}, a psychological or educational test can be considered as a

procedwe designed to elicit behavior from which one can make inference about

characteristics of an individual

From this definition, it follows that a test is a measurement designed to clicit a

particular behavior of each individual And what a test from other types of measurement,

according to Bachman, (1990: 20) is thal il is designed to oblain specific sample of

behavior

This distinction is believed to be of great importance because it reflects the primary

justi ication replaced for the use of language tests and implicates how we design, develop

tò

also administered and marked these tests Ller teaching experience shows that there still

romain some problems thal need to he solved such as the [ssl content, the gap between what

is tested and what is taught, the reuse of tests from years to years, trom class to class As a result, tests may lack of validity and realibility

Since 2010 al Bac Ninh UPRS students have been required to da an oral

achievement test at the end of each semester, Having good English result in the first year enables them to have better result in their specialty Knowing the importance of speaking skill for students al UPI achors in the English group regard ora achiavernent tosh as a means to reinforce students’ knowledge and motivate their leaning,

On the ground of the problem already mentioned, the author has decided to choose Designing an English Oral Achievement Test for Second Yeur students ut Buc Ninh Physical Education and Sports University (Bac Ninh UPES) in an attamp to solve the testing problems here and share her testing experience with her colleages and those whe are concemed with this area

2 Aims of the study

The study aims at examining the current testing situation and English tests at Bac Ninh UPRS lowards designing an Tnglish oral achievernenl test for second yzar students With the above- mentioned rationale, the specific aims of the study are:

— Evaluating the current situation of English oral test in terms of its content, time atfowance and marking scales

— Investigating leachcrs’suggestions for improvemenl of the current testing

situation in general and oral test in particular

Proposing a sample test as an illustration of a newly designed test based on the old one

3 Research questions

To gain the above aims of the study, the following questions are addressed:

(1) Whatis the current English oral testing situation at Bac Ninh UPES?

(2) What are the teachers’suggestions for improving the current English testing

situation for the second year students at Bac Ninh UPES?

3) What test components and Lest contents are considered 1 be appropriate for the intended English oral achievement test?

4, Scope of the study

APPENDIX C THE SAMPLE TEST

APPENDIX D THE ANSWER KEY FOR SAMPLE TEST

APPENDIX E TILE EXTRA SPEAKING MATERIAL!

and use them to their best use ‘Thus, language tests can provide ths means for more focus

om the specific assure of imicre

Another interesting detinition of testing is provided by Ibe (1981: 1) as follow:

A sample of behavior under controlled of specified conditions and aimed towards providing a hasis for performing judgement

The term a sumple of behavior used here is rather broad and it means something alse rather than the traditional types of papers and pencils Read (1983) shares the same idea with The in the that a sample of behaviors suggesis langusge tosling ccirlairly

ineludes listemng and speaking skills as well as reading and writing ones

However, Heaton (1988:5) looks at testing in a different way In his opinion, tests ate as a

means of assessing the students” porforrumos and to motivate the students He looks at lests with positive eyes as many students are eager to take at the end of the semester to know how much knowledge they have One important thing 1s that he points out the relationship between testing and teaching

In short, from the above descriptions, testing is an cffeotive means of measuring and assessing students’ language knowledge and skill It is of great use to both language isaching and learning

1.2 The rale af testing,

Unlike tests of other abilities or areas of knowledge where we frequently use lamguage in the process of measuring something else, in language lesis, we use language as

a Ticasure nl of language ability irr sccond language acquisition, Simuilarly, language

can be valuable sources of information about the effectiveness of learning and teaching

12.4 Vesting and teaching

A large number of examization and tests in the pas! tended 1o separate lasting from teaching, Heaton (1988: 5 ) emphasizes that teaching and testing in some ways are so interwoven and independent that is very difficult to tease apart.” Both testing and teaching are so eloscly interrclated that it is virtually impossible to work in cither ficld without being constantly concemed with the others” However, thanks to the steady change in the approaches to language teaching with a remarkable shift of emphasis fom dicrete - point lems Lo intergrative and communicative tests, testing, teaching and Icarting becarnz more

and more interrelated.

and use them to their best use ‘Thus, language tests can provide ths means for more focus

om the specific assure of imicre

Another interesting detinition of testing is provided by Ibe (1981: 1) as follow:

A sample of behavior under controlled of specified conditions and aimed towards providing a hasis for performing judgement

The term a sumple of behavior used here is rather broad and it means something alse rather than the traditional types of papers and pencils Read (1983) shares the same idea with The in the that a sample of behaviors suggesis langusge tosling ccirlairly

ineludes listemng and speaking skills as well as reading and writing ones

However, Heaton (1988:5) looks at testing in a different way In his opinion, tests ate as a

means of assessing the students” porforrumos and to motivate the students He looks at lests with positive eyes as many students are eager to take at the end of the semester to know how much knowledge they have One important thing 1s that he points out the relationship between testing and teaching

In short, from the above descriptions, testing is an cffeotive means of measuring and assessing students’ language knowledge and skill It is of great use to both language isaching and learning

1.2 The rale af testing,

Unlike tests of other abilities or areas of knowledge where we frequently use lamguage in the process of measuring something else, in language lesis, we use language as

a Ticasure nl of language ability irr sccond language acquisition, Simuilarly, language

can be valuable sources of information about the effectiveness of learning and teaching

12.4 Vesting and teaching

A large number of examization and tests in the pas! tended 1o separate lasting from teaching, Heaton (1988: 5 ) emphasizes that teaching and testing in some ways are so interwoven and independent that is very difficult to tease apart.” Both testing and teaching are so eloscly interrclated that it is virtually impossible to work in cither ficld without being constantly concemed with the others” However, thanks to the steady change in the approaches to language teaching with a remarkable shift of emphasis fom dicrete - point lems Lo intergrative and communicative tests, testing, teaching and Icarting becarnz more

and more interrelated.

PART A, INTRODUCTION

1 Rationale for the study

Language is not only a main medium of education, but also intunsically involved in every school subject to such a degree that education should be viewed as a “ languaging” Pro

The twentieth century has seen the rise of English as the most widely used international means of communication with different purposes Anyone no matter where he lives is likely to be aware of the fact thal having knowledge of English helps him achieve the latest information on sience and technology and mntergrade himself’ into the outside world, In Vietnam, English has received widespread attention

Bae Ninh Physical cducation and Sports University plays a very important role in training well qualified and experienced teachers of sports and coaches to satisfy the needs

of the country ‘I'he communicative approach to Language ‘Teaching with the most effective and modern (caching techniques have bean applicd 10 develop students” linguistic and communicative competence by the teachers fiom this university, The teachers make full use

of time to develop the four language skills during the course in an attemp to help their students communicate effectively have a successfiil communication in the target language However, teachers should not be confined to imparting teaching and Icaming with testing

It is of special importance in educational system, which is highly competitive as testing not

only acts as an indirect stimulus lo leaming bai plays @ crucial role in dslennining the success or fhilure of one’s own career, In the World Yearbook of education 1969, Lauwerys and Seaton highlights: “Thus, testing is an important tool in educational light both the nature of anguage proficiency and language learning”

In addition, testing also pushes up caching and learning activities As Niga (1977) oles Tests are assumed to be powerful determiners of what happens in classrooms and it is commonly claimed that they affect teaching and learning activities both directly and indireelly

‘No one can deny the fact that testing is an important part in teaching and learning process, but has it heen paid enough attention yet? Having taught English for students at Bac Ninh University of Physical cducation and sports for nearly 16 years, author of this study has designed tests of all four language skills, especially the specking skills She has

tò

also administered and marked these tests Ller teaching experience shows that there still

romain some problems thal need to he solved such as the [ssl content, the gap between what

is tested and what is taught, the reuse of tests from years to years, trom class to class As a result, tests may lack of validity and realibility

Since 2010 al Bac Ninh UPRS students have been required to da an oral

achievement test at the end of each semester, Having good English result in the first year enables them to have better result in their specialty Knowing the importance of speaking skill for students al UPI

2 Aims of the study

The study aims at examining the current testing situation and English tests at Bac Ninh UPRS lowards designing an Tnglish oral achievernenl test for second yzar students With the above- mentioned rationale, the specific aims of the study are:

— Evaluating the current situation of English oral test in terms of its content, time atfowance and marking scales

— Investigating leachcrs’suggestions for improvemenl of the current testing

situation in general and oral test in particular

Proposing a sample test as an illustration of a newly designed test based on the old one

3 Research questions

To gain the above aims of the study, the following questions are addressed:

(1) Whatis the current English oral testing situation at Bac Ninh UPES?

(2) What are the teachers’suggestions for improving the current English testing

situation for the second year students at Bac Ninh UPES?

3) What test components and Lest contents are considered 1 be appropriate for the intended English oral achievement test?

4, Scope of the study

PART A, INTRODUCTION

1 Rationale for the study

Language is not only a main medium of education, but also intunsically involved in every school subject to such a degree that education should be viewed as a “ languaging” Pro

The twentieth century has seen the rise of English as the most widely used international means of communication with different purposes Anyone no matter where he lives is likely to be aware of the fact thal having knowledge of English helps him achieve the latest information on sience and technology and mntergrade himself’ into the outside world, In Vietnam, English has received widespread attention

Bae Ninh Physical cducation and Sports University plays a very important role in training well qualified and experienced teachers of sports and coaches to satisfy the needs

of the country ‘I'he communicative approach to Language ‘Teaching with the most effective and modern (caching techniques have bean applicd 10 develop students” linguistic and communicative competence by the teachers fiom this university, The teachers make full use

of time to develop the four language skills during the course in an attemp to help their students communicate effectively have a successfiil communication in the target language However, teachers should not be confined to imparting teaching and Icaming with testing

It is of special importance in educational system, which is highly competitive as testing not

only acts as an indirect stimulus lo leaming bai plays @ crucial role in dslennining the success or fhilure of one’s own career, In the World Yearbook of education 1969, Lauwerys and Seaton highlights: “Thus, testing is an important tool in educational light both the nature of anguage proficiency and language learning”

In addition, testing also pushes up caching and learning activities As Niga (1977) oles Tests are assumed to be powerful determiners of what happens in classrooms and it is commonly claimed that they affect teaching and learning activities both directly and indireelly

‘No one can deny the fact that testing is an important part in teaching and learning process, but has it heen paid enough attention yet? Having taught English for students at Bac Ninh University of Physical cducation and sports for nearly 16 years, author of this study has designed tests of all four language skills, especially the specking skills She has