Washback of Vietnamese Standardized Test of English Proficiency (VSTEP.3-5) on Undergraduate Students' Learning Strategies
Saved in:
| 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 |
| 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. |
|---|---|
| ISSN: | 2630-0672 2672-9431 |
