An Exploration of Students' Voices on the English Graduation Benchmark Policy across Northern, Central and Southern Vietnam

Autor/inn/en	Pham, Thinh Ngoc; Bui, Lien Thi Phuong
Titel	An Exploration of Students' Voices on the English Graduation Benchmark Policy across Northern, Central and Southern Vietnam
Quelle	In: Language Testing in Asia, 9 (2019), Artikel 15 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pham, Thinh Ngoc)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-0443
DOI	10.1186/s40468-019-0091-x
Schlagwörter	Foreign Countries; Benchmarking; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Student Attitudes; Educational Policy; Language of Instruction; Graduation Requirements; Comparative Analysis; Cultural Differences; Socioeconomic Background; Geographic Regions; Anxiety; Educational Benefits; Teaching Methods; Elementary Secondary Education; Vietnam + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Abschlussordnung; Kultureller Unterschied; Sozioökonomische Lage; Angst; Bildungsertrag; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Despite the wide implementation of English graduation benchmark policy in Vietnam, students' voices on this one-size-fits-all policy have still been under-researched and under-represented. The purpose of this research, therefore, is twofold. The first is to examine whether any differences actually exist among Northern, Central and Southern Vietnamese students' voices on the policy because these three regions represent heterogeneous characteristics ranging from cultures to English learning conditions to socio-economic backgrounds. The second is to investigate how these students at elementary, intermediate and upper intermediate levels perceive the policy. Drawing a sample of 902 students in these three regions, the study adopted a quantitative approach in the form of a questionnaire survey. One-way analysis of variance (ANOVA) and Hochberg's GT2 post hoc tests yielded significant differences in students' voices on the 'Benefits' and 'Anxiety' factors. Following the English proficiency levels in each region, a multivariate analysis of variance (MANOVA) and the Bonferroni method also showed variations in students' voices on the 'Benefits', 'Anxiety' and 'Test-oriented learning' factors. The findings hope to give dissenting voices to stakeholders including the Ministry of Education and Training (MOET), policy makers, higher education institutions (HEIs) and teachers to adjust the policy and come up with innovative pedagogical strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01