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Washback of Vietnamese Standardized Test of English Proficiency (VSTEP.3-5) on Undergraduate Students' Learning Strategies

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Title: Washback of Vietnamese Standardized Test of English Proficiency (VSTEP.3-5) on Undergraduate Students' Learning Strategies
Language: English
Authors: Phuong Ai Ngoc Doan, Chatraporn Piamsai
Source: LEARN Journal: Language Education and Acquisition Research Network. 2025 18(1):23-53.
Availability: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Peer Reviewed: Y
Page Count: 31
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Vietnamese, Testing Problems, Language Tests, English (Second Language), Second Language Learning, Standardized Tests, Majors (Students), Student Attitudes, Undergraduate Students, Language Skills, Metacognition, Preferences, Learning Strategies
Geographic Terms: Vietnam
ISSN: 2630-0672
2672-9431
Abstract: Studies on washback of not only international standardized proficiency tests, but also localized high-stakes tests have been increasingly attracting considerable interest. The current study explores the washback effects of a Vietnam-made localized English proficiency test named "Vietnamese Standardized Test of English Proficiency, level 3-5" (VSTEP.3-5) on undergraduate students' learning strategies. This research employed a mixed-methods design featuring two major research instruments labeled as questionnaires and semi-structured interviews. Quantitative data were collected from the survey questionnaires delivered to 600 English-majored sophomores at a public university in Central Vietnam. Additionally, qualitative data were obtained and analyzed from semi-structured interviews with 12 student participants through a prudent coding process. The findings indicated that a majority of undergraduate students claimed that VSTEP.3-5 affected their learning strategies in a positive way, especially "cognitive and metacognitive strategies". Besides, preferences for distinct strategies utilized in specific English skills were particularly evident in such productive skills as Speaking and Writing.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471038
Database: ERIC
FullText Text:
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  Data: Washback of Vietnamese Standardized Test of English Proficiency (VSTEP.3-5) on Undergraduate Students' Learning Strategies
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  Data: <searchLink fieldCode="AR" term="%22Phuong+Ai+Ngoc+Doan%22">Phuong Ai Ngoc Doan</searchLink><br /><searchLink fieldCode="AR" term="%22Chatraporn+Piamsai%22">Chatraporn Piamsai</searchLink>
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  Data: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
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  Data: Studies on washback of not only international standardized proficiency tests, but also localized high-stakes tests have been increasingly attracting considerable interest. The current study explores the washback effects of a Vietnam-made localized English proficiency test named "Vietnamese Standardized Test of English Proficiency, level 3-5" (VSTEP.3-5) on undergraduate students' learning strategies. This research employed a mixed-methods design featuring two major research instruments labeled as questionnaires and semi-structured interviews. Quantitative data were collected from the survey questionnaires delivered to 600 English-majored sophomores at a public university in Central Vietnam. Additionally, qualitative data were obtained and analyzed from semi-structured interviews with 12 student participants through a prudent coding process. The findings indicated that a majority of undergraduate students claimed that VSTEP.3-5 affected their learning strategies in a positive way, especially "cognitive and metacognitive strategies". Besides, preferences for distinct strategies utilized in specific English skills were particularly evident in such productive skills as Speaking and Writing.
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      – Text: English
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        PageCount: 31
        StartPage: 23
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Vietnamese
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      – SubjectFull: Testing Problems
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Standardized Tests
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      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Metacognition
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      – SubjectFull: Preferences
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Vietnam
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