Nguyen Thuy Lan, Nguyen Thuy Nga

Main Article Content


Assessment plays an important role in teaching and learning process. The use of the Vietnamese Standardized Test of English Proficiency (VSTEP) to assess the English learning outcome of all VNU students has created challenges for learners, lectures and managers. This survey study is carried out to examine the effects of VSTEP on 751 students of VNU. The findings show that VSTEP has significant impact on students’ learning motivation; however, students doubt that the current English programs could help them achieve their learning target. Besides, a number of students perceive the difficulty level of the test based on rumor and do not pay much care about the content and format of the test. This study also proposes recommendations to increase the positive effects of the test to enhance the effectiveness of the teaching and learning process.

Keywords: Effect, motivation, VSTEP, confidence, program, English.


[1] Hoang Van Thai, A study on Engish for Specific Purpursed assessment for Tourism colleges in Vietnam. Doctoral Thesis. Institute of Quality Management, VNU, 2016. (in Vietnamese).
[2] Nguyen Thi Ngoc Quynh, A study on the validity of VSTEP writing tests for the sake of regional and international integration, VNU Journal of Foreign Studies 34 (4) (2018) 115-128. (in Vietnamese).
[3] Nguyen Thi Phuong Thao, A study on the validity of VSTEP reading tests level 3-5
(VSTEP 3-5), VNU Journal of Foreign Studies 34 (4) (2018) 129-143. (in Vietnamese).
[4] J. Nichols, Do high-stakes English Proficiency Tests motivate Taiwanese university students to learn English? American Journal of Educationl Research 4 (13) (2016) 927 -930.
[5] R. Gardner, W. Lambert, Motivational Variables in Second-Language Acquisition, Canadian Journal of Psychology 13 (4) (1959) 266-272.
[6] K. Csizer, Z. Dornyei, The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort, The Modern Language Journal 89 (1) (2005) 19-36.
[7] Z. Dornyei, Analysis of motivation components in foreign language learning, presented at the World congress of Applied Linguistics, Thesanloniki, Greece, 1990, Washington DC: US Department of Education, 1990.
[8] H.B. Brown, Principles of language learning and teaching (4th ed.), Englewood Cliffs NJ: Prentice-Hall, 2000.
[9] D.W. Glascoff, A Meta-Analysis of Fear Appeals: Implications for Effective Public Health Campaigns, Marketing Health Services 20 (4) (2000) 591-615.
[10] A. Johnston, M. Warkentin, Fear appeals and information security behaviors: An empirical study, MIS Quarterly, 34 (3) (2010) 549-566.
[11] P. Gore, S. Madhavan, D. Curry, G. McClurg et al., Persuasive Messages, Marketing Health Services 18 (4) (1998) 32-43.
[12] J. Eckart, Mind Control Tactic - Fear Appeal, NLP & Hypnosis, April 5, 1, 2011.
[13] D.W. Putwain, C.M. Roberts, The development and validation of the Teachers Use of Fear Appeals Questionnaire, British Journal of Educational Psychology 79 (2009) 643–661.
[14] C. Alderson, D. Wall, Does washback exist? Applied Linguistics 14 (2) (1993) 115-129.
[15] C.M.C. Gosa, Investigating washback: A case study using students’ diaries, Unpublished PhD dissertation, Lancaster: Lancaster University, 2004.


Download data is not yet available.