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Washback of english proficiency test in classroom activities at national university of arts education

The study was conducted at National University of Art Education, and combined classroom observations with data from interview, questionaire responses and document analysis to determine whether washback exist, to what degree it operates, and whether it is a positive or negative force in this educational context. VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 Original Article Washback of English Proficiency Test in Classroom Activities at National University of Arts Educati

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  1. VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 Original Article Washback of English Proficiency Test in Classroom Activities at National University of Arts Education Dinh Thi Phuong Hoa* Dean of Foreign Languages, Hanoi Law University, 87 Nguyen Chi Thanh, Dong Da, Hanoi, Vietnam Received 05 November 2019 Revised 10 February 2020; Accepted 17 February 2020 Abstract: A study in Vietnam concerning the effects of The Vietnam Six-levels of Foreign Language Proficiency Framework, specially English Proficiency Tests for graduates, on classroom teaching and learning activities are reported. The study explores the phenomenon of washback or backwash, the influences of testing on 9 teachers and 679 non-English major students. It is cited as the only known research investigating washback in language education through classroom observation. The study was conducted at National University of Art Education, and combined classroom observations with data from interview, questionaire responses and document analysis to determine whether washback exist, to what degree it operates, and whether it is a positive or negative force in this educational context. The insights from the findings indicate that washback of English Proficiency Tests for graduates occurred in both positive and negative forms, to some degree, in teaching and learing content, methods and styles. Evidence of washback, both positive and negative, on the way teachers design tests was also found. This should help Vietnamese educators to prepare favourable conditions for enhancing the benificial washback of EPT. The findings have contributed to the knowledge of a nature of washback and consequently opened a new understanding to recognize the dissimilar levels of washback. further research is recommended. Keywords: Washback, English Proficiency Tests, classrooms activities. 1. Introduction * 757) stated that, “the importance of English has flashed an increasing concentration in the Today, English has become a global development of English language teaching in language that offers the chances to integrate numerous countries” [1]. In Vietnam, English into all the professions. Khamkhien (2010, p. has been instructed nationwide as a compulsory subject at both lower, upper secondary level and _______ tertiary level; and as an elective subject at * Corresponding author. E-mail address: dinhphuonghoa.ecas@gmail.com primary level from 1980s to present (Nguyen, https://doi.org/10.25073/2588-1159/vnuer.4335 1997, p.5) [2]. Notwithstanding its impact, 1
  2. 2 D.T.P. Hoa / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 English language teaching and learning for non- National University of Art Education major learners in Vietnam are contradictory to (henceforth NUAE) is Undergraduate all expectations as the language skills of institution that is not specialized in foreign listening, speaking, reading and writing have languages; the new language-training program not been appreciated. Furthermore, most of the must require a language proficiency of teachers have still taught English with VNFLPF level 3 upon graduation. However, traditional techniques, as teacher-centered or because of limitation of training time and the grammar-translation method for many English in mixed-big sized classes (from 55 to years. Conversely, for fulfilling the needs of a over 65 students) in a large room where is 105 modern society in the globalization epoch, square meters in area, no microphone, and thus, Vietnamese Prime Minister issued Decision No some students could not listen to all lessons 1400/QD-Ttg of September 30, 2008, clearly. 679 students were from 18 to 22 years approving the scheme “Foreign Language of age. They were from different Northern areas Teaching and Learning in the national of Vietnam. Although, they had 3 years of education system during 2008 - 2020” and now learning English at high schools, their English this scheme is extended to 2025 (National proficiency was at beginner level (A0), Foreign Languages Project for short) [3]. The therefore, the Rector of NUAE decided to apply scheme aims at implementing an educational for English proficiency of VNFLPF level 2 innovation and evaluation of foreign language (A2) upon graduation. As a result, EPT.2 (A2) teaching and learning at all levels in the of VNFLPF is a compulsoty requirement for national education system. Accordingly, NUAE graduation from 2016 and EPT.3 (B1) Minister of Education and Training issued the will start being used from 2021. Circular N0 01/2014/TT-BGDĐT of January On the basic of the background of the 24, 2014, approving The Vietnam Six-levels of Vietnam educational innovation context, Foreign Language Proficiency Framework particularly the context at NUAE, the study (henceforth VNFLPF). This framework consists attemped to address these issues: of six levels that are compatible with the 1) Whether English Proficiency Test will Common European Framework of Reference positively influence the English language for Languages [4] (CEFR for short) and other teaching process at National University of Art common international language proficiency Education, Vietnam. levels and used as reference when writing 2) Whether the changes in the teaching curriculums and teaching plans. According to process will beneficially affect teaching National Foreign Languages Project, with strategies, which will lead to changes in undergraduate institutions that are not learning style at National University of Art specialized in foreign languages, the new Education, Vietnam. language-training program must require a language proficiency of VNFLPF level 3 upon 2. Literature review graduation. Based on this framework, English Proficiency Test from level 2 to level 5 2.1. The definition of washback in this study (henceforth EPT.2 and EPT.3-5) is conducted The term “washback” is predominant in and issued. Among these, EPT.2 is compatible language teaching and testing literature as well with A2 of CEFR and EPT.3-5 is compatible as general education. However, the term with B1, C1, and C2 of CEFR. It thus became a “washback” has been defined and very high-stakes test with serious consequences interchangeably by many researchers and for non-English major students. organizations worldwide.
  3. D.T.P. Hoa / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 3 In applied linguistics, the term “washback” In short, for the purpose of this paper, the or backwash is defined as the influence or term “washback/backwash” is understood to be impact of tests on curriculum/syllabus design, the influences that tests have on teachers and language teaching and language testing [5]. students in terms of the methods/activities they Accordingly, tests can influence teachers and use in their classrooms to teach/study English learners, and thus influence teaching and as Foreign Language. learning activities. The influences may be either positive or negative, depending on various 2.2. The Vietnam Six-levels of foreign language facets not yet defined. Nevertherless, whether a proficiency framework seperate and distinguishable phenomenon of washback exists is still open to debate; and The CEFR provides a detailed description there appear to be very few emprical studies of learner level by skills, in a language-neutral directly investigating this phenomenon [6]. format. Therefore, the CEFR is used for many In the educational evaluation literature, dissimilar practical purposes because its washback is considered the influences of testing influence goes beyond merely describing on teaching and learning practices. Therefore, language proficiency of learners, they are: tests can drive teaching and learning that is also teacher training programs, developing mentioned as measurement-driven instruction syllabuses, creating tests/exams, marking [7]. Fitz-Gibbon (1996) defined impact as any exams, evaluating language learning needs, effect of the service [or of an event or initiative] designing courses, developing learning on an individual or group [8]. This definition materials and describing language policies accepts that the impact can be positive or continuous/self-assessment. negative and may be intended or accidental. Accordingly, VNFLPF is designed based When holding this definition, measuring impact on CEFR in the Vietnam educational context. is about identifying and evaluating change [9]. This framework consists of six levels and its Messick (1989) expanded the concept of Can-do descriptors that are compatible with consequential validity, changing the previous CEFR and other common international notions about score interpretation and test use. language proficiency levels. Therefore, The concept of washback in test validity VNFLPF is used as reference when writing research is primarily associated with Messick’s curriculums teaching plans, assessement and concept of consequential validity. Therefore, designing test. washback is defined as an “instance of the VNFLPF describes foreign language consequential aspect of construct validity and a proficiency at three broad bands with six main focal point of validity research” [10], which levels: level 1 and level 2, level 3 and level 4, covers components of test use, the impact of level 5 and level 6. The scale starts at level 1 testing on test-takers and educators, the and finishes at level 6 that is compatial with interpretation of results by decision-makers, CEFR from A1 to C2 as the following: and any possible misuses, abuses, and For the purpose of this paper, the usage of unintentional effects of tests. The influences of VNFLPF helps to define clearly certain tests on teachers, students, institutions, and society requirements for competency, capacity in are accordingly considered one type of validity listening, speaking, reading and writing, and evidence. Many other researchers have also thus English level 2 (A2) of VNFLPF learner is emphasized the meaning of justifying test use and actived in the performance of the four main exploring its consequences ([11, 12]). Therefore, language activities, including listening, washback also plays a key role in the process of speaking (spoken interaction), reading, educational innovation and assessment in writing (written production) in the public, the language teaching and learning [13]. personal, the educational and the occupational domains with some types of text and questions.
  4. 4 D.T.P. Hoa / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 d Table 1. The 6 levels of the VNFLPF VNFLPF (Level) General Descriptions Level 1 Can communicate in basic English with help A - Basic user (A1 - Breakthrough) from the listener Level 2 Can communicate in English within a limited (A2- Way-stage) range of contexts B - Independent user Level 3 (B1 - Threshold) Can communicate essential points Can use English effectively, with some fluency, Level 4 (B2 - Vantage) in a range of contexts Level 5 (C1 - Effective Can use English fluently and flexibly in a wide C - Proficient user Operational Proficiency) range of contexts. Level 6 (C2 -Mastery or Can use English, very fluently, precisely and Highly proficient) sensitively, in most contexts D 2.3. Some washback studies of Communicative Orientation of Language Teaching [18] and interview methods to Studies on washback reveal varied and compare “teachers’ perceptions toward both old sometimes different findings. The following and new HKCEE”. Cheng (2004) based on a section discusses the washback influences on combined research framework that employed teaching or learning activities in classroom. multiple approaches to explore both the macro The field of washback has been investigated level (including the main parties within the by many researchers around the world. Among HongKong educational context) and the micro these, the washback model of Alderson and level in schools (concerning different aspects of Wall (1993) is considered a classic and English teaching and learning) to recognize the landmark study. Alderson and Wall (1993) used washback phenomena by using English obsevation method to carry out their Srilanka study questionaires that consisted of three parts. Part on investigating the washback existing of English 1 discovered the general information of teacher. teaching and learning activities in classroom. Part 2 with 5-point Likert scale of agreement Alderson and Wall (1993, p. 120-121) developed discovered teacher’s perceptions and 5-point the fifteen hypotheses (WHs for short) that Likert scale of frequency of Part 3 discovered combined different possible aspects of washback, teacher’s reactions to the new HKCEE through including the effect on what to teach/learn, how to their classroom teaching and learning activities. teach/learn, the rate and sequence of Regarding the washback of CEFR, Pan and teaching/learning, the degree and depth of Newfields (2012) worked on discovering how teaching/learning and the attitudes to content, English proficiency graduation requirements method, etc. of teaching/learning [14]. Alderson have impacted 17 tertiary educational and Hamp-Lyons’s model (1996, p. 296) used institutions in Taiwan by using extensive interviews and one-week-classroom questionnaire and interview data [19]. Among observations of teachers to review and correct them, the survey contained two types of WHs of Alderson and Wall (1993) that “tests questions: multiple-choice questions with will have different amounts and types of categorical responses and 5-point Likert scale washback on some teachers and some learners questions with pseudo-ordinal responses. Since than other teachers and learners” [15]. 2003, Taiwan’s Ministry of Education (TME) The studies of Cheng (1999 and 2004) established a list of recommended tests to set focused on old and new HongKong Certificate English thresholds for graduates to generate a Examination in English (HKCEE) ([16, 17]). level of English proficiency, which were Cheng (1999) used classroom observation that modified according to the CEFR B1 or A2 combined her data of baseline study and Part A levels. They included two local tests: the
  5. D.T.P. Hoa / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 5 General English Proficiency Test (GEPT) and the Taiwanese tertiary educational framework the College Student English Proficiency Test from the perspectives of students. (CSEPT). The GEPT was a 5-level, four-skill Comparatively little research of Pan and general English proficiency examination Newfields was conducted regarding the effects commissioned by TME in 1999. The CSEPT of tests on the learning processes, in contrast to was 2-level, listening-reading-grammar test for the significant number of studies on the effects university-level students in Taiwan. of tests on teaching. Their study confirmed the Accordingly, Pan and Newfields (2012) argument of other washback studies that conducted their study after the inception of standardized tests were not a panacea that English certification graduation requirements in always succeeded in changing students’ study Taiwan; so a comparison of the baseline and a habits. Therefore, their study also made it clear follow-up study to determine the consequences that the test requirements did not lead to a brought about by the tests was not viable. notable amount of “studying for the test” a Therefore, a comparison of the differences phenomenon often reported in examination- between the schools with graduation oriented societies. However, the study of Pan requirements and those without graduation and Newfields had three noteworthy requirements will be used to reveal test effects. limitations. Firstly, the study of Pan and In short, this part focuses on some Newfields was conducted at a period when washback studies published between 1993 and many institutions in Taiwan were eager to adopt 2012. The first part also reviews how these the government’s EFL graduation exam policy studies have investigated washback. All studies and thus, washback appeared to be ineffective. cited here explore different aspects of washback Secondly, their study has relied on self-reported and use various instruments. Alderson and Wall student data and thus, such information was investigated evident of both beneficial and easily prone to expectancy bias. Subsequent harmful washback on the content of teaching investigation should include more classroom and on ways of assessing, but not on teaching observational data and seek to corroborate methodology. Alderson and Hamp-Lyons student data with other data sources from ascertained the influence of the TOEFL on class teachers and school administrators. This should teaching and TOELF affected both what and allow their study to get a more accurate and how teachers teach, but the effects differed dynamic picture of how washback patterns are from teacher to teacher. However, the study of perceived by different test stakeholders. Lastly, Alderson and Hamp-Lyons had three significant one goal of introducing graduation limitations. Firstly, they did not include requirements was to improve the ability of questionaires. Secondly, they choiced graduates to communicate effectively in participants and lastly, they dealt with English in the office that would be very washback primarily from perspectives of difficult for the researchers to measure, further teachers, hardly addressing students’ opinions. research should pay more attention to this Cheng contributed to the few washback studies aspect of washback. by using both quantitative and qualitative All of the reviewed studies have been methods. Cheng’s study was useful because her conducted in primary and secondary schools or study attemped to evaluate the effects of the tertiary educational institutions in Srilanka, new examination, however, a longitudinal HongKong, Taiwan. The methods were used research with a longer timeframe than the one involved either written questionaires or used by Cheng might shed better light on the interview/observations. They found evidence of influences of the new HKCEE. Pan and washback influences on teachers’ behaviours or Newfields aimed to discover the test effects learning. Accordingly, there has no previous brought about by graduation requirements in research into washback effects arising from
  6. 6 D.T.P. Hoa / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 EPT.2 or standardised tests in Vietnam National teachers of English) and 679 non-English University of Art Education. Thus, further major students of NUAE. research into this area is still needed. Drawing on some washback models and 3.2. Conducting the document analysis some empirical studies on language teaching or learning activities in classroom of Alderson and The researcher collected all institutional Hamp-Lyon (1996), Cheng (1999 and 2004) policy documents on innovating methods of and Pan and Newfields (2012), this study will assessment, syllabus, and supplementary be designed to investigate “Washback of materials according to VNFLPF and EPT.2 for English Proficiency Test in Classroom getting the data because such artifacts of Activities at NUAE”. The study concentrated on everyday experience can provide information an exploration of the effects of washback on about what has been encouraged or teachers/teaching process may offer insights discouraged; about what has happened or will about how VNFLPF and EPT.2 influence happen ... etc. [21]. Therefore, such documents language teaching or learning activities in are particular useful for educational research. classroom at the educational innovation of NUAE context. Furthermore, evidences from 3.3. Conducting the questionaire various sources of this study also helped to consider how the teachers and students benefit The survey of this study was carried out from the innovation. within from December 25, 2017 to January 12, 2018. Simple random sampling was employed in this study. For comparing the correct 3. Methodology and data responses given by each group, Teacher Questionnaire and Student Questionnaire This work was conducted between January consisted of four parts and the same contents 2014 and November 2018, aiming to capture that were modified and adapted to Cheng the changes when VNFLPF was introduced (2004). All items of Questionnaires were into teaching in 2014 until the first cohort of designed according to the results of VNFLPF NUAE’s students took the EPT.2 graduation examination in 2017. and EPT.2 analysis. The same contents of For ensuring the validity and reliability of Teacher Questionnaire and Student the questionnaire items, qualitative input and Questionnaire was designed to check who piloting procedures were carried out that lead to remember or who tell the truth and thus, ensure the content validity and thus its determine what happens in classrooms activities consequential validity [20]. This study collected and how washback operates if it occurs. data of three kinds: (1) documents analysis, (2) Due to the length of this study, Teacher focus group interview, (3) questionaires and (4) Questionnaire and Student Questionnaire were classroom observations. However, the data described shortly as the following (Table 2). from (1), (2) and (3) are considered backdrop to the discussion (4) because of the extent of the 3.4. Conducting the observations and instruments data and space limitation. After receiving the permission of all 3.1. Subjects of the study participants, 10 classes (English level A2) of ten teachers were chosen for observing. The The subjects of the project were Rector of researcher conducted the observations to NUAE, Head of Training Department, 12 obsever what happens in the English classroom teachers of English at NUAE (02 Vice and thus, determine what and how teacher teach Directors of Foreign Language Central and 9/12 or what and how students learn.
  7. D.T.P. Hoa / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 7 Table 2. Teacher Questionnaire and Student Questionnaire Numerical order Concepts Variables Scales A: Personal details Part 1 Engling proficiency, ages 2/4 Nominal Scale B: EFL teaching and learning activities Contents and communicative method of teaching EFL 372 Part 2 (including listening, speaking, reading, writing skills) Topics 52 While-lesson activities Texts 72 Question types 32 5-point Likert Activities 28 scale of frequency Topics 52 (Homework) After school Texts 72 Question types 32 Activities 28 Post-lesson activities Correct and Comment 4 Part 3 Materials 13 Nominal Scale Part 4 Assessment (including listening, speaking, reading, writing tests) 10 Nominal Scale t The observation happened from January to examination ans Round 2 was observed before March 2018. Classes are scheduled one day per the semeter examination to explore the week with substantial uninterrupted work differences of influences of VNFLPF and periods and the teaching session lasted EPT.2 between two Rounds. 50 minutes of approximately 200 minutes (4 periods) per day every observation was the length of each lesson every morning or afternoon. There are 55 period and the teaching session lasted periods of English level A2 from December 25, approximately 200 minutes (4 periods) per day 2017 to March 23, 2018. Therefore, the every morning or afternoon. The observation observation process was divided into 2 rounds, process was divided into 2 rounds, they were they were Round 1 and Round 2. Round 1 was Round 1 and Round 2 as the following took palace that far from the semeter (Table 3). Table 3. Observation timeline Duration: Spring semester, 2018 Round 1 The length of classroom observation period Time 10 English lessons 50 minutes for each observation of one English lesson from January 5 to March 23, 2018 Round 2 The length of classroom observation periods Time 30 English lessons 7 150 minutes for each observation of 3 English lessons from March 26 to March 30, 2018
  8. 8 D.T.P. Hoa / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 For getting the exact information, thick using Excel and IBM Statistical Product and descriptions and the responds of teachers and Services Solutions software. The survey students in a natural manner, teachers and explored the differences between findings of students were explained about the observation. two groups (Teacher and Student). The The observation scheme was designed and differences were tested for determining adapted according to Cheng (1999) that statistical significance by using the Lavene’s combined the data of mentioned questionaires test and the independent sample T-test. The and Part A of COLT. These descriptive data Levene’s test for Equality of Variances was would be assessed according to their common used to clarify the equal distribution in each outcomes. Therefore, the researcher also subgroup. The Independent Samples Test discovered how VNFLPF and EPT.2 compares the mean scores of two groups on all influences teachers and students. given variables. A probability of less than .05 was taken as statistically significant for the 3.4. Conducting the interviews survey (p < 0.05). If it is not significant, the value is greater than .05 (p > 0.05), the two After observations, the focus-group variances are not significantly different; that is, interviews were held because the participants the two variances are approximately equal. If had a few experiences of teaching and learning the Levene's test is not significant, the second English by that time. The open-ended questions assumption should be met. The possibility of were designed to attain the best feasible quality error could increases with the number of T-tests of responses from the members because the being carried out. Accordingly, a method open-ended questions were used to add the triangulation with a complementary multiple- depth of the data via participants’ individual method design were used in this study to ensure experiences [21]. Moreover, these open-ended against errors arising from the data collection questions were applied in both individual and and analysis. The present study was designed focus group interviews. This combination after the beginning of English graduation helped to focus on getting the specific requirements at NUAE; so a comparison of the information that would be comparable across baseline and a follow-up study to define the the group of participants. consequences brought about by VNFLPF and The researcher carried out at least 05 EPT.2 were not viable. Therefore, a comparison minutes of some focus group interviews for of the differences between teachers and students triangulation after observation. Among these, will be used to reveal test effects in the the researcher took note the attitudes of the classroom activities as the following findings teachers and students and the discussion and discussion. between the participants when taking tasks were allocated in order to discover what teachers used and taught, and how students responded. 4. Findings and discussion After receiving the permission of some participants, some formal focus group 4.1. Results of document analysis interviews were audiotaped and transcribed in short, and thus translated precisely. As stated in the methodology, document analysis involved institutional policies on 3.5. The analysis procedures curriculum, the official course documents, The analysis of involved a calculation of the methods of assessment and supplementary amount of time/times was applied to the materials used by teachers. Relevant details of observation data and Part 1, 3 and 4 of Teacher the analyses are given below. Questionnaire and Student Questionnaire by - Curriculum and methods of assessment
  9. D.T.P. Hoa / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 9 (a) Teaching contents and methods of for listening/speaking/reading and writing assessment have been changed. Table 4. skills. The practices are designed by teachers Illustrates the changes in teaching contents and were short answer questions, methods of assessment. gap-filling/identifications sentences/paragraphs, (b) Teachers of English are encouraged to etc. that are identical to EPT.2 of VNFLPF or use texts taken from journals, books and news practice tests at A1 and A2 level. Table 4.1. The changes in teaching contents and methods of assessment Learning Summative Teaching Teaching Teaching outcomes Teaching Contents Formative assessment Year hours of hours of Contents of of of semester 2 assessment (achieveme semester 1 semester 2 semester 1 University nt test) graduation Questions and Writing From Unit 1 From Unit 1 to Answers or Test to Unit 14 of Unit 6 of Lifeline Writing (Grammar 2013 80 periods 55 periods Lifeline textbook Test and textbook (Pre-intermediate) (Grammar Reading (Elementary) or Reading exercise) exercise) Speaking Four skills Test/ Writing Four skills and and Reading Test grammar/ EPT.2 of grammar/ Test/ (Objective 2017 80 periods 55 periods vocabulary of KNLNNV vocabulary of Listening test and KNLNNVN level N KNLNNVN Test or Writing 2 level 1 Writing test) Test v The analysis of the official course limitation and mixed-big size class, one of four documents indicated the official course sub-tests (listening/speaking/reading/writing documents were set before 2013 for semester 1 test) is applied for both formative assessment and 2 were not EPT.2 of VNFLPF or practice and semester examinations at NUAE. The tests at A1 and A2 level. This shows that the analysis indicated that a part of the semester impact of those on the teaching before 2013. examination focused on testing the mastery of Since 2014, a new trend has been seen: grammar structures and vocabulary and that Teachers of English have been encouraged to type of English test had stayed unchanged. use a variety of authentic materials besides the There have been changes in the nature of the official course documents. Thus, caution must examination and the changes in question look be taken when interpreting the official course undifferentiated to EPT.2 and CESOL item documents. This is also an issue that was types and content. Hence, the interpretation mentioned in the interview with leaders must be that the semester examinations were and teachers. shaped on the EPT.2 and CESOL examinations - Supplementary materials used by teachers in the four sub-tests Leaders claimed that the formative (listening/speaking/reading/writing test) as far assessment and semester examinations of as item types and content are concerned. English are similar to EPT.2 and CESOL tests In short, results of the analysis of the (apart from the sub-writing of semester supplementary materials practiced by teachers examinations). However, because of time of English and students indicated they used
  10. 10 D.T.P. Hoa / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 various authentic materials that including teachers showed that the contents of their commercial publications, journals, books and teaching focused on four (skills news for listening/speaking/reading and writing listening/speaking/reading and writing skills. They covered most Cambridge ESOL activities). The differences respons of Teachers materials [23] (CESOL for short) that were and Students on teaching and learning activities available in Vietnam. Teachers and students did in the classroom as the following Table 4.2.1, not use other kinds of materials (This is dealt Table 4.2.2, Table 4.2.3 and Table 4.2.4. with in the results of the interview and The survey data in Table 4.2.1 suggested observation). The effects of CESOL tests were that teachers and students varied little in terms seen in the official course documents, but these of listening writing practices for English study. materials were chosen after 2013. Teachers of Only 2 (C2.1.5.1 of Topic and C2.2.B.9.1 of English tended to use materials from CESOL Participant organization) of the 46 survey items sources to prepare students for semester had statistically significant differences (p
  11. D.T.P. Hoa / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 11 Table 4.2.2. Differences between the respons of Teachers and Students on teaching Speaking activities in the classroom Probability Resp-types Difference Std. Error Difference 2-Tailed Variables T-test df Mean Work and jobs S -1.2510 .1981 -6.314 12.218 .000 (C2.1.4.2) T Daily life S While-Speaking activities -1.4218 .1564 -9.091 13.481 .000 (C2.1.5.2) T Topics Health and weath er S -.9315 .2008 -4.639 12.461 .001 (C2.1.8.2) T Lik es and Dislikes S -.7914 .1474 -5.368 12.734 .000 (C2.1.12.2) T Fi lling a form S Text -.6028 .1483 -4.064 13.043 .001 ( C 2 . 2 . A. 1 5 . 2 ) T Pair work S -1.4968 .1490 -10.046 13.279 .000 Participation (C2.2.B.9.2) T Organization Open questions S -1.4176 .2316 -6.120 11.533 .000 (C2.2.B.14.2) T Note: S = Student; T = Teacher; * significant at p
  12. 12 D.T.P. Hoa / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 Table 4.2.4 Differences between the respons of Teachers and Students on teaching Writing activities in the classroom Probability Resp-types Difference Difference Std. Error 2-Tailed Mean Variables T-test df Work and jobs S While - Writing -1.2887 .1787 -7.210 12.226 .000 (C2.1.4.4) T Topics Transport S -.7251 .1459 -4.968 12.228 .000 activities (C2.1.6.4) T Letters and email S Texts -1.2961 .1534 -8.448 12.484 .000 (C2.2.A.6.4) T Note: S = Student; T = Teacher; * significant at p
  13. D.T.P. Hoa / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 13 teachers focused on practicing reading and documents and therefore they did not design writing (46.67%) and written test (24%) during task for students. They also expressed that they Round 2. Students worked in pair or group- wanted their students to be familiar with work and made presentations and then ten numerous text contents and types of the teachers corrected their errors sometimes (7.47 principle of the EPT.2 and CESOL-tests. This and 1.13%). Because of time limitation, not all helps the indication that there is interaction students could have a chance to speak English. between teaching and learning and that this is In short, the result of observations interaction is related to the washback of corresponded to the responses of teachers and KNLNNVN and EPT. leaders. Ten teachers used a variety of materials From these comments, they may be inferred from CESOL type. These materials are in line that there had been many more materials on the with the EPT.2 of VNFLPF’s approach. The market that were designed to prepare for EPT.2 methodology of ten teachers was and Cambridge ESOL examinations. It could communicative approach. It was hard to define also be said that teachers reacted differently to whether the EFL teaching methodology was the needs of the test and self-designing tasks influenced by EPT.2 of VNFLPF’s approach or were also a problem for inexperienced teachers. by the methodology of the used materials. The selection of supplementary materials in However, this is an indication of EPT.2 of is an indicator of VNFLPF and EPT washback VNFLPF ’s existence on EFL teaching. This is on the use of materials. relevant to result of Alderson and Hamp-Lyons Some of teachers did not think that they (1996), Cheng (1999 and 2004) and Pan and taught to the tests, they claimed that they taught Newfields (2012). to expand student’s English. Thus, teachers described that reveal the trend to advocate the 4.4. Results of interviews EPT.2 and CESOL-tests. In addition, nearly 70% of teachers said that they change their Informal conversational interviews were teaching methods to demand the changes of conducted with 9/12 teachers of English after formative assessment and semester exams. four-classroom observations and in groups at According to the Rector of NUAE, the the office during tea break. Semi-structured number of students admitted to NUAE was interviews were held with the Rector of NUAE, increasing to meet the demands of society, and Head of Training Department and two Vice society demanded a high quality of training Directors of Foreign Language Centre, Relevant outcomes, particularly English proficiency of results are presented below. students. That was why the assessment of EFL 100% teachers of English had already learning outcomes at NUAE must be innovated obtained M.A. degrees. One of them got C1 and to meet the necessities of society. The Rector four other teachers had obtained M.A. degrees asserted that he wanted to maintain the at universities in either Australia or the USA. institutional policies on English teaching However, all teachers experienced over 7 years according to VNFLPF next years because of of teaching EFL and thus they could understand its useful. the changes on the national and institutional Head of Training department and two Vice policies on EFL teaching and learning between Directors of Foreign Language Centre asserted 2013 and 2014. 100% of teachers often that the semester exams of English were shaped collected materials of CESOL, EPT.2 and on EPT.2 and CESOL-tests and that they were CESOL-type to use in class. They also asserted EPT.2-type, except for writing sub-test and the that there were many practice tests for EPT.2 score scheme. Furthermore, teachers of English and CESOL examinations. They reported that were acquainted with EPT.2 and CESOL-tests they had been using them because materials for and they understood that the semester exams of CESOL-tests were included in the office course EFL were shaped on EPT.2 and CESOL-tests.
  14. 14 D.T.P. Hoa / VNU Journal of Science: Education Research, Vol. 36, No. 1 (2020) 1-15 They believed that their tests were standardized issue a set of pre-constructed English tests that because their tests were designed on EPT.2 and is modeled on EPT or Cambridge ESOL tests CESOL-tests. Therefore, the semester exams of and then all schools would draw from this set to EFL positively influenced curriculum design their own version. In addition, teachers designers, the EFL teaching and learning at should be trained in educational evaluation and NUAE. Their answers illustrated that the tests measurement that help them to design tasks or in use are evidence of EPT.2 of VNFLPF tests for their own students. This should help washback. Vietnamese policy-makers, educators, and test In short, the responses of teachers and writers, test users, teachers of English to leaders revealed that there were EPT.2 and prepare favorable conditions for enhancing the VNFLPF washback on what teachers used and beneficial washback of VNFLPF and EPT.2. on semester exams or in other words, teaching The findings have contributed to the knowledge contents. Teachers agreed that formative of the nature of washback and opened a new assessment and semester exams corresponded view to identify their different levels of to one of EPT.2 sub-tests. Nonetheless, few washback effects. teachers supported that there was evidence of content washback on what they used. Accordingly, VNFLPF and EPT.2 have various References types of washback on some teachers and [1] Khamkhien, Attapol, Thai Learners’ English learners than on other teachers and learners. Pronunciation Competence: Lesson Learned from This is relevant to result of Alderson and Word Stress Assigment, Journal of Language Hamp-Lyons (1996). Teaching and Research 1(6) (2010) 757-764. https://doi.org/10.4304/jltr.1.6.757-764. [2] P.N. Nguyen, Washback Effects of the International English Language Testing System at 5. Conclusions and suggestions Vietnam National University, Hanoi. PhD Thesis, Australia: The University of Melbourne, 1997. The insights from the findings show that [3] Vietnamese Prime Minister, Foreign Language VNFLPF and EPT.2 influence both positively Teaching and Learning in the national education and negatively the institutional policies on system during 2008 - 2020, Decision No 1400/QD- curriculum, the assessment of EFL learning Ttg, 2008. outcomes and EFL teaching and learning in [4] Council of Europe, Common European classrooms activities at NUAE. Framework of Reference for Languages. VNFLPF and EPT.2 have been considered Cambridge University Press, Cambridge, England, 2001. one of the dominant determiners of what happens in classrooms that influence EFL [5] Y. Watanabe, Does grammar translation come from the entrance examination? Preliminary teaching activities at NUAE. The influences findings from classroom-based research, have been classified directly and indirectly, Language Testing 13 (1996) 318-333. either positively or negatively. The curriculum, https://doi.org/10.1177/026553229601300306. the official course documents, methods of [6] D.T.P. Hoa, Washback of The Vietnam Six-levels assessment, methods of teaching and of Foreign Language Proficiency Framework on supplementary materials are innovated by the teaching English as foreign language for positive influences of tests. However, some non-English major students at National University of Arts Education, In R.K. Prabhakara (Ed.), inexperienced teachers did not design the tasks Proceeding of the 5th International Conference for students but relied on the available materials Language, Society, and Culture in Asian Context, in the market that were related to Jakarta, Indonesia: MNC Publishing, 2018, negative washback. pp.1550-1578. Accordingly, the findings suggest that [7] L. Cheng, A. Curtis, Washback or Backwash: A Ministry of Education and Training should Review of the Impact of Testing on Teaching and
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