CẢM NHẬN CỦA NGƯỜI HỌC VỀ BÀI THI ẢNH HƯỞNG TỚI HOẠT ĐỘNG HỌC TIẾNG ANH NHƯ THẾ NÀO? MỘT NGHIÊN CỨU TẠI ĐHQGHN = THE ROLE OF LEARNERS’ TEST PERCEPTION IN CHANGING ENGLISH LEARNING PRACTICES: A CASE OF A HIGH-STAKES ENGLISH TEST AT VIETNAM NATIONAL UNIVERSITY, HANOI

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Tác giả: Lan Nguyễn Thúy, Nga Nguyễn Thúy

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2019

Mô tả vật lý:

Bộ sưu tập: NCBI

ID: 489208

Thêm vào giỏ

Among various factors influencing foreign language learning, learners’ perception of a high-stakes language test plays a crucial part, especially when the test serves as a threshold for their university graduation. In this study, the researcher tested a washback effect model by focusing on test-takers’ perception of the high-stakes test VSTEP in terms of test familiarity, test difficulty and test importance. On a sample of 751 Vietnamese learners of English at Vietnam National University, structural equation model was employed to validate the conceptual model. The analytical methods of Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used for analysis. Our empirical findings revealed that VSTEP seems to have had a pervasive impact on the participating students. Senior students’ evaluations of VSTEP acted as the largest factor in constituting the participants’ perception of VSTEP. There are positive links between test pressure and test familiarity with students' goal setting and study planning as well as their selection of learning content and materials. Meanwhile, the pressure from the test had no effect on students’ seeking opportunities to practice with foreigners, and test familiarity did not influence students’ choice of study methods and exam preparing strategies. The emerging patterns from the data also suggested that participating students preferred test-oriented learning content and activities at the cost of interactive English practices for real-life purposesHiện tượng ảnh hưởng của bài thi tới hoạt động học tập từ lâu đã nhận được nhiều sự quan tâm của các nhà nghiên cứu. Trong các yếu tố ảnh hưởng đến hoạt động học ngoại ngữ, cảm nhận của người học đóng vai trò vô cùng quan trọng, đặc biệt khi người học phải vượt qua một bài thi quan trọng như bài thi xét tốt nghiệp đại học. Nghiên cứu này cố gắng tìm ra câu trả lời cho câu hỏi: Liệu cảm nhận của người học về độ khó, tầm quan trọng và độ quen thuộc với bài thi ảnh hưởng thế nào tới hoạt động học tiếng Anh của họ? Nghiên cứu tiến hành khảo sát 751 sinh viên không thuộc chuyên ngành Ngôn ngữ Anh tại Đại học Quốc gia Hà Nội. Các phương pháp phân tích như Phân tích nhân tố khám phá (EFA), Phân tích nhân tố khẳng định (CFA) và Mô hình phương trình cấu trúc (SEM) được sử dụng để phân tích số liệu thu được từ bảng hỏi. Kết quả thực nghiệm cho thấy VSTEP có tác động tương đối lớn tới sinh viên tham gia nghiên cứu. Cảm nhận của sinh viên về độ khó và tầm quan trọng của bài thi VSTEP chủ yếu được hình thành qua sự chia sẻ của các sinh viên khóa trên mà không bắt nguồn từ giảng viên. Áp lực từ bài thi và mức độ quen thuộc với bài thi tỉ lệ thuận với sự chủ động của sinh viên trong việc xác định mục tiêu và lập kế hoạch học tập
hai yếu tố này cũng ảnh hưởng đến việc sinh viên lựa chọn nội dung và tài liệu học tập. Trong khi đó, áp lực từ bài thi không ảnh hưởng đến nỗ lực của sinh viên trong việc tìm kiếm cơ hội thực hành với người nước ngoài, và mức độ quen thuộc của bài thi không ảnh hưởng đến phương pháp học tập và chiến lược luyện thi. Kết quả cũng cho thấy sinh viên có xu hướng lựa chọn các hoạt động và nội dung học tập theo định hướng của bài thi VSTEP mà không quan tâm đến các nội dung không có trong bài thi.

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