Factors affecting 12th graders english learninf in preparation for the national high school graduation exam in thai binh province

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<b>THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES </b>

<b>BUI VAN LIEU </b>

<b>LEARNING IN PREPARATION FOR THE NATIONAL HIGH SCHOOL GRADUATION EXAM IN THAI BINH </b>

<b>PROVINCE </b>

<b>MASTER THESIS </b>

<b>Thai Nguyen, nam 2023</b>

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<b>THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES </b>

<b>BUI VAN LIEU </b>

<b>LEARNING IN PREPARATION FOR THE NATIONAL HIGH SCHOOL GRADUATION EXAM IN THAI BINH </b>

<b>PROVINCE </b>

<b>Major: Theory and Methodology of English Language Teaching Code: 8140111 </b>

<b>MASTER THESIS </b>

<b>Supervisor: Đinh Thị Bảo Hương, PhD </b>

<b>Thai Nguyen, nam 2023</b>

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<b>STATEMENT OF AUTHORSHIP </b>

I hereby declare that this graduation project is based on my own original work except for quotations and citations that have been duly acknowledged. I also declare that it has not been previously submitted for any other courses/degrees at Thai Nguyen University or other institutions.

Thai Nguyen, 20 May 2023

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<b>ACKNOWLEDGEMENTS </b>

I would like to express my deep thanks to the people who assisted me when I carried out the research.

I would like to express my sincere appreciation to my supervisor, Dr. Dinh Thi Bao Huong, for her encouragement and guidance throughout the research project.

I also wish to thank all my teachers at the Faculty of Foreign Languages, Thai Nguyen University of Education for supporting me with a lot of knowledge and giving me the best environment to fulfill my thesis.

I would like to acknowledge and express my appreciation to students in Thai Binh province who have helped me to collect the data.

Finally, I am deeply indebted to all the support and encouragement that my family has so lovingly offered me.

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<b>ABSTRACT </b>

The national high school graduation exam is important in the Vietnamese education system and is given to students in grade 12. This study aimed at investigating factors affecting 12th graders‟ English learning in preparation for the national high school graduation exams in Thai Binh province. A questionnaire and semi-structured interview were used as the main instruments to collect data from the students‟ perspectives. Findings from the present investigation show that there are 5 main factors affecting students‟ preparation for the national high school graduation examination including classroom, the form of testing, parents, students, and teachers, of which “teachers ” and “students” are considered to be the most important factors affecting student learning for the graduation exams. Based on the findings, some implications and recommendations were suggested.

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1.1. Rationale for the Study. ... 1

1.2. Aims and Objectives ... 2

1.3. Scope of the Study ... 2

1.4. Research Questions ... 3

1.5. Significance of the Study. ... 3

1.6. Structure of the Study ... 3

CHAPTER 2: LITERATURE REVIEW ... 5

2.1 The national graduation exam. ... 5

2.2. English Test in the National High School Graduation Examination ... 6

2.3 Test Preparation Activities ... 8

2.4. Factors affecting students‟ learning English in preparation for exams ... 10

2.4.1. Teachers‟ factors ... 10

2.4.2. Students‟ factors ... 16

2.4.3. Parental factors ... 19

2.4.4. Classroom factors ... 20

2.4.5. The form of testing. ... 21

2.4.6 Test preparation activities ... 22

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3.3.2. Interview ... 29

3.4. Data analysis ... 31

3.5. Summary ... 32

CHAPTER 4: FINDINGS AND DISCUSSIONS ... 33

4.1. Research questions revisisted ... 33

4.2 Results from the questionnaire ... 33

4.2.1 Learning activities for test preparation ... 33

4.2.2. Factors affecting students‟ preparation for high school graduation

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<b>LIST OF ABBREVIATIONS </b>

GPA: Grade Point Average

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<b>LIST OF TABLES </b>

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<b>CHAPTER 1: INTRODUCTION </b>

This chapter provides a brief description of the rationale of the study. In this chapter, the reason for doing the thesis and the main research objectives are stated. The scope and structure of the remaining parts of the study are also included.

<b> 1.1. Rationale for the Study. </b>

English has been utilized as a secondary language in numerous nations across the globe for a significant period. It has gained significant recognition as the global language for commerce, scientific advancements, technological innovations, and entertainment. Extensive research studies have underscored the significance of English in contemporary society, with scholars (Fandrych, 2009; Menon & Patel, 2012; Morris & Maxey, 2014) attributing the role of a lingua franca (Harmer, 2003). This is primarily due to the fact that English serves as a common means of communication between individuals who speak different native languages.

As a result, many countries have implemented educational policies requiring English as a second or foreign language to be included in national curricula. Vietnam has been no exception. The national curriculum includes English as the compulsory foreign language to be taught at school from 3rd grade (primary education) to 12th grade (secondary education) with an average of three hours per week. In addition to implementing the program across the country, the Ministry of Education has also called for review of the programs of study and has presented a proposal to introduce English in the early stages. This last initiative reinforces the issue that English has a prominent status worldwide, that is why it is a subject of exam in national high school graduation.

Thai Binh Department of Education and Training, Thai Binh province has chosen “Improving the quality of English language teaching at all levels” as one of the nine key tasks in recent years and has had many policies to improve the quality of English language teaching and learning. However, the implementation of innovation in English teaching in schools is not high, and the quality of English

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teaching and learning is still low. According to statistics, the results of the national English graduation exam of Thai Binh province are still quite modest compared to other provinces. Specifically, the average score in English in recent years is as follows; school year (2019-2020) is 4.6 points, (2020-2021) is 5.9 points, and (2021-2022) is 5.1 points over 10 in the national high school graduation exams. As an English teacher at a high school in Thai Binh, I wonder what factors have affected the results of the high school graduation exam of students in the province. After reading some related research, I found that there are still some gaps in research on preparing for the national high school graduation exam Therefore, I decided to conduct research on investigating “Factors affecting 12th graders‟ English learning in preparation for the national high school graduation exam in Thai Binh province ”.

<b> 1.2. Aims and Objectives </b>

The aim is to investigate the factors affecting 12th graders‟ English learning in preparation for the national high school graduation exams. The objectives of the study are as follows:

- To investigate the factors affecting 12th graders' English learning in preparation for the national high school graduation exam.

- To determine which factors have the most impact on 12th graders' English performance in the national high school graduation exam.

<b> 1.3. Scope of the Study </b>

This study focuses on the factors that affect 12th graders‟ English learning to prepare for the national graduation exam in a High School in Thai Binh province. The research study was conducted in the second semester of the school year 2021-2022, with the participation of 90 students.

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<b> 1.4. Research Questions </b>

With the given aims of the study, the study seeks to answer the following research questions:

1. What are the factors that affect 12th graders' English learning in preparation for the national high school graduation exam?

2. Which factors have the most impact on students‟ exam performances?

<b> 1.5. Significance of the Study. </b>

The importance of this study is shown in its contribution to the teacher's teaching and the 12th graders' learning aiming to improve the English graduation exam score in high schools in Binh Thai province. Based on that, the recommendations made in this research will support English teachers in designing revision methods and their curriculum, by adding other activities to teaching. I also hope that this thesis will serve as a useful source for other English researchers and teachers who have studies related to the same topic.

<b> 1.6. Structure of the Study </b>

This study consists of five chapters, each of which offers explanations:

<b>Chapter 1 is the introduction. The researcher introduces the rationale of the </b>

study, the aims and objectives, the scope of the study, the research questions, and the significance of the study.

<b>Chapter 2 is the literature review. The researcher presents theoretical </b>

background and literature review related to factors affecting 12th graders' English learning. In the literature review, the researcher also presents the definitions of national graduation exam, the significance of national graduation exam; factors affecting students‟ preparation for national high school graduation examination. Moreover, the researcher shows the previous studies connected to this investigation.

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<b>Chapter 3 describes the methodology of the study, including the research </b>

design, the research participants, the data collection instruments, and the data analysis of the study.

<b>Chapter 4 presents the findings and discussion on factors affecting 12th </b>

graders' English learning in preparation for the national high school graduation exam in Thai Binh province.

<b>Chapter 5 presents the summary of the main findings of the thesis, </b>

implications of the research, limitation of the study, and recommendations for further study which were followed by references and appendices.

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<b>CHAPTER 2: LITERATURE REVIEW </b>

In this chapter, the researcher has tried to give an overview of the relevant literature in the concern of the study

<b> 2.1 The national graduation exam. </b>

as “Kỳ thi tốt nghiệp trung học phổ thông quốc gia” in Vietnamese, is a standardized examination administered by the Ministry of Education and Training (MOET) in Vietnam. This examination serves as a benchmark for high school students to complete their secondary education and pursue higher education or vocational training.

Followings are some information about the Vietnamese National High School Graduation Examination:

1. Purpose: The primary purpose of the examination is to assess the knowledge, skills, and competencies of high school graduates in Vietnam. It aims to provide a fair and standardized evaluation to determine students' readiness for further education or employment opportunities.

2. Subjects: The examination covers a range of subjects typically studied in the final years of high school. The main subjects include Mathematics, Literature, Foreign Languages (usually English), and one additional subject chosen by the students based on their specialization (such as Physics, Chemistry, Biology, History, Geography, etc.).

3. Test Format: The examination is usually divided into two parts: the Multiple-Choice Test (MCQ) and the Writing Test. The MCQ test assesses students‟ knowledge and understanding of the subjects through multiple-choice questions. The Writing Test evaluates students‟ critical thinking, analytical skills, and ability to express their thoughts in writing.

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4. Scoring: The examination is scored on a scale ranging from 1 to 10, with 10 being the highest score. Each subject is assigned a specific weight in the final score calculation. The overall graduation score is calculated based on the weighted scores of the subjects, and it determines students' eligibility for higher education or vocational training programs.

5. Importance: The National High School Graduation Examination holds great importance for students in Vietnam as it serves as a prerequisite for further education. The examination results are considered during university admissions, and they play a significant role in determining students‟ academic and career prospects.

6. Examination Dates: The examination is typically held annually in June or July. The specific dates and schedules are announced by the Ministry of Education and Training well in advance to allow students to prepare accordingly.

7. Preparation: Students typically spend the final year of high school preparing for the National High School Graduation Examination. Schools may provide additional preparation classes, and students often engage in self-study, attend tutoring programs, or join study groups to enhance their knowledge and exam-taking skills.

<b> 2.2. English Test in the National High School Graduation Examination </b>

The Vietnamese National High School Graduation Examination includes an English test as one of its components. The purpose of this test is to assess the English language proficiency of high school graduates in Vietnam. The English test is administered by the Ministry of Education and Training (MOET) in Vietnam.

The Ministry of Education and Training has invested heavily in teaching and learning English today. Specifically, the 2017-2025 foreign language project aims to improve the quality of foreign language teaching, especially English at all educational levels and training levels. In recent years, English has always had a high

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percentage of students below average (below 5). Specifically, in 2019 it was 68.74%; in 2020 is 61.13%; in 2021 is 40.27%. In 2022‟s high school graduation exam, English is also a “flawless” subject when the number of candidates scoring below the average is 446,648 (accounting for 51.56%) and the number of candidates with paralysis is about 4 times higher times compared to last year.

In the national high school graduation exam, English is tested in the form of multiple choice. The test consists of 50 test items, including pronunciation, stress, choosing the right answer, finding synonyms, antonyms, communication sentences, word-filling paragraphs, two reading comprehension passages, and finding mistakes. In order to get high graduation exam results, students also actively participate in learning activities such as: practice previous tests, practice mock tests, learn grammar structures, learn vocabulary and memorize phrases. Regular practice of the above educational activities has a significant impact on students‟ English test scores. Those are also the most basic activities of students before each exam. Specifically, practicing past examination papers provides students with insight into the format, types of questions, and level of difficulty they can expect in the actual exam. By working through previous papers, students become familiar with the exam structure, improve their time management skills, and identify areas where they may need additional preparation.

Students also engage in mock tests since they simulate the real testing environment, allowing students to experience exam conditions and practice their skills. These mock exams helped students build confidence, manage exam-related stress, and improve their performance by identifying strengths and weaknesses. They can also assess their time management and adjust their strategies accordingly. In addition, students studied grammatical structures in order to success in the English test. Students studied various grammatical rules, tenses, sentence structures, and common errors. By practicing grammatical exercises and analyzing sentence patterns, students can improve their accuracy and proficiency in language use.

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Furthermore they expanded vocabulary by building a wide-ranging vocabulary is crucial for understanding reading passages, comprehending listening materials, and expressing ideas effectively in writing and speaking. Students should engage in activities such as reading English books, newspapers, and magazines, watching English movies or TV shows, and utilizing vocabulary-building resources. Regular vocabulary practice enhances their language skills and enables them to comprehend and express themselves more precisely.

Memorizing useful phrases and expressions can be beneficial for both writing and speaking tasks. Students could compile a list of idioms, collocations, and transitional phrases that can enhance the quality and coherence of their writing. Similarly, memorizing phrases for speaking tasks allowed students to express their thoughts fluently and convey their ideas with confidence.

These strategies, when incorporated into students‟ test preparation, contribute to a well-rounded approach that covers various aspects of language proficiency. By practicing past papers and engaging in mock exams, students gain familiarity with the exam structure and develop essential skills for managing time and stress. Studying grammatical structures and expanding vocabulary enhance language proficiency, while memorizing phrases improves fluency and coherence.

However, it's important to note that these strategies should be supplemented with a comprehensive study plan that includes regular practice, reviewing class materials, seeking guidance from teachers, and receiving feedback on performance. Consistent effort and dedication, combined with these strategies, will help students maximize their potential and achieve success in the National High School Graduation Examination.

<b> 2.3 Test Preparation Activities </b>

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test preparation activities and identify strategies that can enhance students‟ performance in the English test.

One essential aspect of test preparation activities is vocabulary acquisition. Research has shown that a strong vocabulary is crucial for success in language tests (Koda, 2005). Engaging in vocabulary learning activities, such as explicit instruction, vocabulary games, and contextualized practice, has been found to improve students' lexical knowledge and their performance in language tests (Hu & Nation, 2000; Schmitt, 2010). Furthermore, repeated exposure to target vocabulary through activities like flashcards, word lists, and vocabulary exercises can enhance students‟ retention and recall of words (Milton, 2009).

Reading comprehension is another crucial component of the English test. Research suggests that engaging in test preparation activities that target reading skills can improve students‟ reading comprehension abilities. Strategies like pre-reading activities, text analysis, summarization, and extensive pre-reading have been found to enhance students‟ understanding of English texts (Anderson, 1999; Nuttall, 2005). Moreover, practice with sample reading passages and test-specific reading tasks can familiarize students with the format and requirements of the English test, leading to better performance (Shiotsu, 2010).

Apart from specific language skills, test-taking strategies are vital for effective test preparation. Familiarity with test formats, time management techniques, and question analysis can significantly impact students‟ performance. Test preparation activities that focus on teaching and practicing these strategies have been found to improve students‟ test scores (Green & Heffernan, 2009; Tannenbaum, 2011). Explicit instruction on test instructions, practice with sample questions, and self-assessment exercises can enhance students‟ test-taking skills and confidence (Weigle, 2002).

In sum, test preparation activities play a crucial role in students‟ preparation for the English test for high school graduation. Engaging in activities that target

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vocabulary acquisition, speaking skills, reading comprehension, and test-taking strategies can positively impact students‟ performance. By incorporating effective test preparation activities into the curriculum, educators can provide students with the necessary tools and resources to succeed in the English test.

<b> 2.4. Factors affecting students’ learning English in preparation for exams 2.4.1. Teachers’ factors </b>

There is no doubt that a teacher‟s performance has a significant impact on students‟ achievement. As previously stated, teachers play an important role in many aspects, and some conclusions can be drawn from the research presented. It is also the teacher's responsibility to promote a positive attitude toward the English language as a subject as well as toward the people who speak the language because of students.

<i><b>Teaching method. </b></i>

The term Teaching method refers to the general principles, pedagogy, and management strategies used for classroom instruction. Your choice of teaching method depends on what fits you- your educational philosophy, classroom demographic, subject area(s), and school mission statement.

Teaching theories can be organized into four categories based on two major parameters: A teacher-centered approach versus a student-centered approach, and high-tech material use versus low-tech material use. (Kumar, 2019).

The teaching method is the set of moments and techniques logically coordinated to direct the student toward certain goals. It is a set of didactic procedures that lead the learning. It includes:

- Presentation of the subject.

- Execution of development of the subject. - Verification and rectification of learning.

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Logical or knowledge methods are those that follow the acquisition or production of knowledge: inductive, deductive, analysis, and synthesis, are processes that are complemented within the teaching method. (Vaneria, 2013).

Teaching methods are the broader techniques used to assist students in achieving learning outcomes, whereas activities are the various ways in which these methods are implemented. Students benefit from the following teaching methods: Master the course content and learn how to apply the course content in specific contexts. Instructors must determine which teaching methods will best support a specific learning outcome. Its effectiveness is contingent on this alignment. An instructor should consider learning outcomes, student needs, and the learning environment when making the best decision.

The method is applied to ensure teachers‟ willingness in covering the class during delivering the lesson to the pupils in the classroom. In other words, the method is an overall plan in presenting a learning process based on the selected approach (Edisherashvili, 2014). The method is created based on needs, so each method is formed as a function with different implementations and different goals. Therefore, a teacher should know the appropriate methods and strategies to apply in a classroom to help students. Moreover, teaching is also transferring knowledge by applying some methods and techniques. Bello (1981, as cited in Vin-Mbah, 2012) confirmed that the success or failure of learning also depends on what methods are applied in classroom by the teachers. By using a method, teachers become easier to help students who face difficulties in getting the knowledge.

<i><b>Teaching test taking strategies. </b></i>

According to Bond and Herman (1994), ability, success, and GPA are intertwined factors influenced by individual strategies. Therefore, the focus should primarily be on testing strategies rather than testing experience to improve exam performance. However, Sternberg (1998) highlights the metacognitive aspects of testing experience, which involve selection strategies, timing, difficulty prediction,

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and tracking. These aspects are considered important components of testing strategies. The affective characteristics of students are also considered part of their metacognitive attributes, as some students exhibit greater confidence in testing regardless of the difficulty or format of the test (Hacker, Bol, Horgan, & Rakow, 2000; Krebs & Roebers, 2010; Sternberg, 1998).

Kitsantas (2002) and Hong, Sas, & Sas (2006) also provide training on testing strategies can enhance students' sense of control, which can subsequently improve their performance in exams. However, due to limited exam time or lack of motivation, students may struggle to apply these testing strategies during the actual exam (Barnett, 2000). Furthermore, inadequate preparation, lack of testing strategies, and high levels of anxiety have been observed to negatively impact test performance (Chittooran & Miles, 2001).

It has been suggested that students who employ test preparation and test-taking strategies experience improved academic success. For instance, in a study by Samson (2001), high school and elementary school students who received a five-week training course on test-taking skills achieved higher academic success compared to those without such training. This finding indicates that education in test-taking skills positively impacts students' academic performance. However, in a study by Smith (2002) focusing on university students, there was a relationship between students‟ self-confidence and test performance, but no significant relationship between students' perceptions of their test-taking skills and test performance. This suggests that while test-taking strategies are important, students' self-confidence also plays a crucial role in their test performance. From a psychological perspective, Dodeen (2008) asserts that employing appropriate test-taking strategies can help reduce test anxiety.

Students who do not possess effective test-taking strategies may not be able to achieve their expected level of performance, even if they have prepared well for the test. Test-taking strategies are crucial in enabling students to demonstrate their

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knowledge during tests and enhancing the overall accuracy of test scores, ensuring that they reflect the students‟ true abilities (Scruggs & Mastropieri, 1992). They have emphasized that the measurement errors in tests are more likely to originate from students who lack sufficient test-taking skills rather than those who possess excessive skills.

Consequently, efforts aimed at improving students‟ test-taking strategies should lead to a reduction in error scores and enhance the precision of test interpretation. However, the emphasis on test-taking strategies should not overshadow the importance of studying test materials. Test strategies serve as a reward for students who wish for their test scores to accurately reflect their diligence and preparation. Students who are seeking shortcuts to achieve high scores without proper studying will find little benefit in applying test-taking strategies during exams. Additionally, Hughes and Deshler (1993) noted that students performing at low levels may need to master multiple strategies to become successful in learning new information and effectively demonstrating their knowledge on tests. Test-taking strategies encompass not only tactics that boost scores but also cognitive strategies that aid students in retaining studied materials and comprehending test items.

<i><b>Teacher’s feedback. </b></i>

The full meaning of teacher feedback can be understood as guidance information that reflects on future school trajectories. (William, 2011). Teacher feedback is a powerful pedagogical tool for promoting interaction in educational guidance between teachers and students (Hattie & Timperley, 2007; Santana, 2013). Further, teacher feedback can affect students learning to follow every task and performance as it's an inseparable part of a learning process. Feedback can be provided by way of praise, by any related action or comment, or by silence. Dornyei (2001, p.123) comments: “When there is no feedback, it is easy for goals – even important goals – to lose salience and priority, and eventually end up „on the shelf' "

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Williams & Burden (1997) point out that feedback to learners should be rather informational than controlling to increase their motivation towards particular tasks. They further explain that: “If feedback actually provides information to learners that enable them to identify specific aspects of their performance that are acceptable and capable of improvement by some specified means, it should prove both motivating and helpful to them to move into the zone of next development. If on the other hand, the feedback fails to provide this kind of information, it could have entirely the opposite effect.”

Positive feedback if accompanied by student‟s autonomy, can support feelings of competence and thus stimulate intrinsic motivation. On the contrary, negative feedback can diminish intrinsic motivation as students perceive it as a controller of their behaviour. Therefore, it comes to conclusion that the teacher should preferably employ positive feedback based on the individual achievement of each student. The feedback needs to be specific and not overused.

Feedback is any response regarding a student‟s performance or behavior. It can be verbal, written or gestural. The purpose of feedback in the assessment and learning process is to improve a student‟s performance - not put a damper on it. It is essential that the process of providing feedback is a positive, or at least a neutral, learning experience for the student. Negative feedback can discourage student effort and achievement. Instructors have the distinct responsibility to nurture a student‟s learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated.

Studies of effective teaching and learning (Dinham, 2007) have shown that learners want to know where they stand in regard to their work. Providing answers to the following four questions on a regular basis will help provide quality student feedback.

What can the student do? What can‟t the student do?

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How does the student‟s work compare with that of others? How can the student do better?

<i><b>Teacher classroom management. </b></i>

Classroom management is comprised of numerous classroom management preparing the physical conditions of the class and creating a proper learning environment. Not only are the things that are already present pedagogically effective but so are their arrangement and aesthetic appearance. A well-prepared physical environment and order facilitate learning and teaching and can increase student participation in class. On the contrary, a depressing, noisy, and ill-prepared classroom environment has a negative impact on student participation in activities and learning. Classroom management has been defined broadly as any action a teacher takes to create an environment that supports and facilitates both academic and social-emotional learning (Evertson & Weinstein, 2006). Instructional procedures could also be considered classroom management by this definition; however, effective instruction alone is insufficient for establishing universal classroom management. Procedures that structure the classroom environment, encourage appropriate behavior, and reduce the occurrence of inappropriate behavior are necessary for strong classroom management (Evertson, Emmer, Sanford, & Clements, 1983).

Instructional procedures, although equally important to the classroom environment, can be considered a separate set of procedures. The components of effective classroom management are important in several ways. For example, focusing on preventive rather than reactive procedures establishes a positive classroom environment in which the teacher focuses on students who appropriately behave (Lewis & Sugai, 1999). Rules and routines are powerful preventative components to classroom organization and management plans because they establish a behavioral context for the classroom that includes what is expected, what will be reinforced, and what will be retaught if inappropriate behavior occurs

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(Colvin et al., 1993). This prevents problem behavior by giving students specific, appropriate behaviors to engage in. Monitoring student behavior allows the teacher to acknowledge students who are engaging in appropriate behavior and prevent misbehavior from escalating (Colvin et al., 1993).

<b>2.4.2. Students’ factors </b>

<i><b>Vocabulary. </b></i>

The most important aspect of second language acquisition is vocabulary. "While without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed.” According to Wilkins (1972), mastering vocabulary is an essential component of second language learning. Furthermore, according to Read (2000), "words are the fundamental building blocks of language, the units of construal from which more astronomically immense structures such as sentences, paragraphs, and entire texts are formed." Nation (1993) discusses how vocabulary education promotes language use (as cited in Nation & Waring, 1997), while Anderson and Freebody (1981) emphasize how vocabulary has long been recognized as important to reading success (Dickinson et al, 2009). Similarly, Carroll (1993), Elley (1991), and Krashen (1993) believe that the development of vocabulary cognizance and the amount of target language reading undertaken by learners have a significant impact on the degree of readability of reading text (Coady, 1993; Alderson, 2000; Nation, 2001). In addition, successful acquisition of the ability to read with comprehension is required for prosperity and full participation in the technological society (Dickinson et al, 2009). In this case, Coady (1993) regards vocabulary development as an essential component of reading.

<i><b>Grammar. </b></i>

To different people, the term Grammar means different things. To the average citizen, it refers to the correctness or incorrectness of the language that he or she uses. It denotes an analytical and terminological study of sentences to a

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school student. Grammar education assists students in the correction of errors and the revision of written work. Only through insensate assimilation can a person learn a second language accurately. When our linguistic habits fail us, we can rely on grammar. As a result, grammar is essential for the student. As the Macrocosmic Grammar theory raised by Chomsky suggests, “learners are learning aspects of grammar that we are not teaching them”, in integration, “learners have insensate cognizance of grammar systems which we, as teachers, are often nescient of” (Shortall, 1996). (Shortall, 1996). Limpidly, this hypothesis shows that learners „insight to acquire grammar through understanding the scope of language forms in an insensate way rather than explicit cognition process. Richards has also discussed the similar credence (2002). "Some researchers claim that language learners have an innate ability to understand the framework of grammatical variables such as grammatical structure, tense, gender, and so on," he says. The communicative approach and communicative language teaching play dominant roles in stimulating second language learners' desire for communication (LarsenFreeman, 1991). According to Thompson (1996), second language learners who are involved in a communicative context will discover and understand the grammar in the incipient language. Learners will be trained to verbalize about what they have learned rather than simply observing it from teachers through communicative language teaching (Thompson, 1996). As a result, communicative language teaching has occurred in the last 30 years, on the grounds that teaching grammar not only has language learners fixated on acquiring the language forms, but also has them know how to apply it in their communication.

<i><b>Motivation </b></i>

Learners‟ motivation can change overtime and have effect on their language learning. Different studies have found that motivation is strongly connected to success in language learning.

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According to Williams & Burden (1997, p. 120), motivation is defined as “a state of cognitive and emotional arousal, a state which leads to a conscious decision to act and gives rise to a period of sustained intellectual and/or physical effort”. In this view, motivation is not relevant only to the initial stages of the action – arousal of the interest and its transformation into decision to get involved in an activity – as the state of arousal needs to be maintained and determination to complete the action must be present.

Gardner (1985) sums up “… it seems clear that achievement in a second language learning is influenced by attitudinal/motivational characteristics. Supposing that achievement in a second language learning is promoted by an integrative motive is not tantamount to saying that this is the only cause or predictor”

From the above definitions, it is highlighted that motivation is characterized by its two main components: a goal sought by the individual and individual effort used to achieve that goal. Nevertheless, our behaviors can be stimulated by different agents; not only internal such as interest, curiosity, desire but also external ones such as rewards, other people or socio-cultural influence. Moreover, there is usually not only one agent that decides the way we act but series of them. In addition, these determining factors often interact with each other and sometimes they are even not in direct connection with the desired goal.

<i><b>Test anxiety </b></i>

Test anxiety is defined as "a set of phenomenological, physiological, and behavioral responses associated with concern about possible negative consequences or failure on an exam or similar evaluative situation" (Pintrich & Schunk 2002, p. 300). Test anxiety, it is believed, may reflect a bias that conceals pupils‟ true capacity in testing circumstances (Meijer, 2001). Some studies have argued for a 4-construct model, which includes tension, test-relevant thinking, bodily symptoms, and anxiety (e.g., Sarason 1984); or worry, emotionality, interference, and lack of

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confidence (e.g., Stober 2004). There is disagreement among these academics about how each component of test anxiety affects test performance.

<b>2.4.3. Parental factors </b>

Learning starts in the home. As a result, parents, a significant relevant factor influencing students' inspiration and achievement, have received significant attention in general education (Butler, 2014). Cheung and Pomerantz (2012) estimated that the children's related motivation, or what they called parent-oriented motivation, would clarify the positive aftereffects of parental involvement and its role in understudies' scholastic engagement and accomplishment school level.

Above all, Cheung and Pomerantz‟s findings demonstrated that parent-oriented inspiration was distinct from extraneous and inherent inspirations, and that it exceptionally clarified the beneficial effects of parental contribution on students' achievement (Butler, 2014) Parental attitude towards their children‟s academic has no significant effect on the academic achievements of the students. Parental attitude was found to be a determining factor in the academic achievements of students as a high level of correlation was observed in this present study. Indeed parents are not only important for their roles in contributing the chromosomes (genes) but also as custodians to nurture, encourage, protect and secure the development of the resulting products (children) of their union. The physical, emotional, intellectual characteristics are important aspects to be monitored and improved upon by parents and guardians towards producing high academic outcomes in children.

Parental involvement plays an important role in students‟ education, and the advantages of it for students are numerous (Jeynes, 2003, 2007). For example, parental involvement has a positive influence on the students‟ academic success (Fan & Chen, 2001; Jeynes, 2003; Jordan et al., 2001; Gonzalez-pienda et al., 2002; Henderson & Mapp, 2002). In particular, parental involvement has more effect on students‟ test scores than GPA (grade point average) (Jeynes, 2003). According to

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Shaver and Walls (1998), students with high levels of parental involvement are better in reading and math than those with a low level of parental involvement. Furthermore, Gonzalez-peinda et al. (2002) identified that parental involvement makes a positive contribution to students‟ academic achievement by affecting their academic self-concept which is of considerable importance in academic success. Even Hara and Burke (1998) claimed that the key to improvement of children‟s academic accomplishment is boosted parental involvement. In contrast, Bobbett et al. (1995) found that the effect parental involvement has on students‟ academic achievement is not significant. Some researchers have even identified that when parents get involved with students‟ homework and communicate with school, it negatively affects the students‟ academic success by decreasing their test scores (Izzo et al., 1999; Shumow& Miller, 2001). In addition, Cooper et al. (2000) found that direct parental involvement particularly negatively affects the students‟ academic achievement.

<b>2.4.4. Classroom factors </b>

Class size has been shown to have an effect on students‟ English learning. Large classes are the norm, which worries many language teachers. The majority of previous research on large classes has surveyed teachers' perceptions of the size and problems associated with large classes. Small classes would also be found in the working of (Dills & Mulholland, 2010) when comparing learning in public and private schools. They believe that private schools were better due to three aspects: private schools put students with lower skills (low-Ability-Students), in small classes rather than other students, private schools also put in small classes students with poor or bad behavior and third reason or aspect is that private schools impose teachers with special features to deal with such students.

<i><b>Seating arrangements. </b></i>

Fernandes, Huang & Rinaldo (2011) say it would be good for students if the learning activity dictated the seating. On the topic of giving a free choice of seats,

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they point out the learning experience for students is different for those at the front than for those nearer the back of the room. And, throwing it open to students to decide means some will get a better pick than others. „Students who enter the classroom first may be in the position to select desirable seats first; thus, those who are unable to come first may be left with seats they do not desire …‟

As a teacher, if you‟re deciding who sits where there can be lots of reasons for your choices. It could be about a group task involving specific students, it could be about ability (for example, grouping similar abilities or setting up cluster tables to encourage peer support), or it could be about behaviour management (for example, putting space between certain students, or moving some closer to your own desk). A recent study in the Netherlands explored not only the different types of seating arrangements in elementary schools, but also the teachers‟ considerations for deciding who sits where (Gremmen, van den Berg, Segers, & Cillessen, 2016).

All these characteristics mentioned above had a reason which is: students with lower skills and also problematic students to be equal with other students, always by working in small classes and at the same time with special-feature teachers chosen only to enhance students‟ performance. The findings show significant negative correlations between class sizes and grades for all students across all courses, as well as for students who studied in very different sized classes across all courses. Furthermore, comparing the grades of students in different classes reveals two threshold levels of 25 and 45 students per class beyond which learning becomes noticeably less effective.

<b>2.4.5. The form of testing. </b>

Testing is a powerful tool to enhance learning. The paper-based multiple-choice test, this form creates a psychological dependence in some parts of students. Students have not really tried. Multiple-choice exams also give students subjectivity and expectation. Exam results are also highly dependent on the examiner. The

<b>phenomenon of exchanging papers still occurs in the exam room. </b>

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<i>The advantage of Multiple-choice exams </i>

It is easy to apply and score. All kinds of information can be measured. Answer the question takes a short time. It is suitable to be used in exams for groups with high participation. It is easily applicable at all levels and stages of education. Reliability and content validity are high since it is possible to ask many questions in the exam. When the answers are not marked on the exam paper, the exam paper can be used repeatedly. The exam results are objective since they do not vary from evaluator to evaluator. It provides a variety of statistical applications. Statistical procedures can be carried out with data obtained from the exam.

<i>The disadvantage of Multiple-choice exams </i>

There is a chance of success. It does not improve the ability to express and most of the test time is spent on reading choices and finding the right answer. It measures knowledge and remembering and is limited in measuring information that is at the level of synthesis and evaluation. The forming, organizing, and writing of the questions require expertise and experience. It is not used much in the measurement of advanced behavior.

<b>2.4.6 Test preparation activities </b>

Test preparation activities play a significant role in students‟ readiness for high-stakes exams, such as the English test for high school graduation. By examining relevant studies, we can gain insights into the effectiveness of different test preparation activities and identify strategies that can enhance students‟ performance in the English test.

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through activities like flashcards, word lists, and vocabulary exercises can enhance students‟ retention and recall of words (Milton, 2009).

In sum, test preparation activities play a crucial role in students‟ preparation for the English test for high school graduation. Engaging in activities that target vocabulary acquisition, speaking skills, reading comprehension, and test-taking strategies can positively impact students‟ performance. By incorporating effective test preparation activities into the curriculum, educators can provide students with the necessary tools and resources to succeed in the English test.

<b> 2.5. Summary. </b>

This chapter has dealt with the definition of the national graduation exam as well as sources of factors affecting 12th graders‟ English learning including

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teachers‟ factor, students‟ factor, parental factors, classroom factors, the form of testing and test preparation activities.

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<b>CHAPTER 3: RESEARCH METHODOLOGY </b>

This chapter describes the research design as well as the study's context. It also includes information about the study's participants, as well as a detailed description of the data collection instruments and data analysis procedure.

<b> 3.1. Research design </b>

According to Creswell & Clark (2007, p.58), a research design is the “procedures for collecting, analyzing, interpreting and reporting data in research studies”. It is the overall plan for linking the relevant (and doable) empirical research to the conceptual research concerns. In other words, the study design determines how the data will be collected, how it will be analysed, and how it will be used to answer the research question. (Cresswell, 2007). This study aims to investigate factors affecting 12th graders‟ English learning in preparation for the national high school graduation exam in Thai Binh province. Therefore, the exploratory research design was employed since exploratory research is carried out when there is still a lack of knowledge on a phenomena or issue that has not yet been fully identified (Saunders et al., 2007). It only studies the study issue in various depths rather than attempting to offer complete and definitive solutions to the research questions. As a result, its focus is on solving brand-new issues for which there has been little to no prior study (Brown, 2006).

<b> 3.2. Participants of the study </b>

A sample refers to a smaller group or subset of individuals or cases that is selected from a larger population for the purpose of gathering information (McMillan & Schumacher, 2001). It is neither practical nor essential for the researcher to investigate all the factors mentioned in the literature within the entire population. According to Taylor and Bogdan (2015), the researcher‟s own objectives determine which settings and groups are most intriguing and likely to

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provide valuable insights. The researcher has the autonomy to decide whom to study, where, and why.

In this study, the researchers employed non-random sampling to select students for the sample. 90 Grade 12 students from a high school in Thai Binh province participated in the study. Information of the participants is presented in the

<b>Years of learning English </b>

As can be seen from Table 1, 31 students are female, and 59 are female. Of the total 90 students participating in the survey, 90 (100%) students have studied English for more than 5 years. No student has less than 5 years of English study.

<b> 3.3. Data collection </b>

<b>3.3.1. Questionnaire </b>

According to Greenfield (1996), a questionnaire should be brief and simple to understand. This will ensure that the appropriate responses to the questions are elicited. The premise of looking at topics that are within reach dictates how straightforward the questionnaire must be. The guidelines for creating a good questionnaire that Melville and Goddard (1996) presented are discussed next. According to Melville and Goddard (1996, p. 48), “A quality questionnaire has to

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include clear and understandable questions and comprise largely closed questions with a four-point scale to avoid middle-of-the-road replies and acceptable questions in connection to the research”. Additionally, it should only ask questions that are relevant to the learning environment and provide responders with clear instructions. The questionnaire should also include clear instructions for responders and only include questions that are relevant to the study. Additionally, it must guarantee that the researcher will receive all of the basic data required, including responses to the

The questionnaire was written in English and was divided into two parts. Then it was translated into Vietnamese for actual use. Three English teachers from the reseacher‟s high School helped to assure and review the translated version. The first part comprised of two factual questions concerning the gender, and years of learning English for the English language subject of the respondents. This data was used to compare the nature of the students (if any) in relation to these researched differences. The second part consisted of 5 learning activities during test preparation and 23 statements that aimed to investigate the factors influencing the students‟ performances in their preparation for the national high school graduation examination.

The survey consisted of questionnaires on factors affecting students‟ preparation for the national high school graduation examination stated in the

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literature review part including teachers, students, parents, classroom, and the form of testing. Five categories were divided in the questionnaire as follows:

<i>+ Category 1: Teachers </i>

This included the first seven items. Item 1 “My English teachers teach me test-taking strategies” aims to to get high score in exam. Item 2 “My English teachers give clear information why students are involved in an activity” explores the teachers‟ instructions in class. Item 3 “My English teachers integrate a variety of teaching methods in their lessons” helps students understand their lessons better. Item 4 “My English teachers criticise me when I make mistakes” finds the pressure teachers put on students if they failed to follow teachers‟ instructions. Item 5 “My English teachers give praise when I accomplish something” aims to encourage students to learn English. Item 6 “My English teachers specify their expectations and rules for English” helps students succeed in learning English. Item 7 “My English teachers create positive teacher-student relationships in classrooms” creates a humane and effective educational environment.

<i>Category 2: Students </i>

The next three items explore students‟ internal and external motivation to prepare for the exams. This includes Item 1 “I know the format of the National English Test”. Item 2 “I am confident about my English test- taking skilll”. Item 3 “I am anxious about taking the National English Test.”

<i>Category 3: Parents </i>

Parental factors include Item 1 “My parents insist I should devote more time to study for the National English Test” checks whether parents took care of their children in studying or not. Item 2 “My parents encourage me to study English to pass the national exam” and Item 3 “My parents give me a prize when I have good marks in English classes” shows that parents encourage their children in time. Item 4 “My parents are worried about my results of the National English test” see the parents' interest in results of the test.

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<i><b>Categories 4 and 5: Classroom factors and the form of testing </b></i>

These two categories relate to student‟s classroom factors and the form of

<b>testing strategies which includes 9 items. The classroom factors include 4 items in </b>

the cognitive (i.e, “My class size is too big so I can‟t listen to my teacher's instruction”; “The arrangement of chairs and desks is suitable for learning English in preparation for the National English Test”; “The classroom‟s brightness affects my learning. I can easily ask questions to my classmates when I need help in preparing”). The form of testing categories includes 4 items. (i.e, “Multiple choice tests do not encourage me in learning English”, “Multiple choice English test fits my learning style”, “I can do multiple choice tests in a short time”, “It is easy to get good marks in a multiple-choice test” and “The multiple choice test does not improve my ability of expressing ideas in English” ).

<b>3.3.2. Interview </b>

Semi-structured interviews are a research tool commonly used in social language research due to their standardized format and ability to gather systematic data. In semi-structured interviews, researchers employ a predetermined set of questions with fixed response options, ensuring consistency across participants. This approach offers several advantages in social language research.

Firstly, semi-structured interviews allow for efficient data collection and analysis. By using a standardized set of questions, researchers can ensure that all participants are asked the same items. This allows for easy comparison and aggregation of responses, facilitating quantitative analysis. Semi-structured interviews are particularly useful when a large sample size is involved, as they enable researchers to collect data from multiple participants in a relatively short period.

Secondly, semi-structured interviews offer a high degree of control and reliability. By using predetermined questions and response options, researchers can minimize interviewer bias and maintain consistency across interviews. This enhances the reliability of the data collected and increases the validity of the

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findings. Researchers can also use semi-structured interviews to assess specific language constructs or variables, such as language proficiency levels or attitudes towards language use.

Furthermore, semi-structured interviews enable researchers to measure and quantify participants‟ responses. By employing fixed response options, researchers can assign numerical values or categories to participants' answers, facilitating statistical analysis. This allows for the exploration of relationships, patterns, and trends within the data. Semi-structured interviews are particularly useful when seeking to quantify specific aspects of social language behavior or attitudes.

Semi-structured interviews have been utilized in various social language research studies. For instance, Gardner and Lambert (1972) used semi-structured interviews to examine the attitudes of language learners towards the target language and its speakers. The structured format allowed for the comparison of participants' responses and the identification of patterns in language attitude formation.

In this study, the semi- structured interview included 4 questions to clarify the most important questionaire findings as follows:

1. How have teachers helped you to prepare for the exam? This question was to inquire about the specific ways in which teachers have assisted the individual in their exam preparation. This question also aimed to understand the role and effectiveness of teachers in supporting the interviewee's exam readiness.

2. Do your parents care about your English language learning before the high school graduation exam? This question seeks to explore the influence of parental support and interest in the interviewee‟s language education.

3. How does the school and classroom environment influence your English learning? This question was to investigate the impact of the school and classroom setting on the interviewee's English language learning and aimed to explore factors such as teaching methods, resources, classroom dynamics, and overall learning atmosphere that may affect the student‟s language acquisition and proficiency.

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4. Do I think multiple-choice tests are easier to score high marks on? Have I participated in any exam preparation classes at school? This question, firstly, it aimed to gather the interviewee‟s perspective on the perceived ease or difficulty of achieving high scores in multiple-choice tests, specifically related to language learning. Secondly, it seeked to inquire about the interviewee‟s participation in any exam preparation classes at school, highlighting the potential impact of such classes on their exam performance and preparation strategies.

The interview questions were then translated into English and then checked by two English teachers to check the reliability of the translated version for actual used. The interviews were all implemented in Vietnamese.

<b> 3.4. Data analysis </b>

Data collected from the questionnaire were analysed as follows:

- Percentage Analysis: Calculate the percentage of respondents for each response category. This provides an understanding of the overall agreement or disagreement with each statement (Hair et al., 2019).

Analyzing interviews is a vital part of qualitative data analysis, involving several steps to make sense of the collected data, develop explanations, generate hypotheses, build theories, and establish connections with other narratives (Brown, 2001, p. 212). The analysis process includes categorization, synthesis, pattern identification, and interpretation of the gathered information.

Initially, the researcher listens attentively to the recorded interviews, focusing on the students‟ responses and expressions. Transcribing the interviews verbatim ensures that no crucial details are missed, allowing the researcher to grasp the nuances and subtleties of the participants' thoughts and opinions.

Next, the researcher systematically analyzes the transcriptions to identify recurring themes and ideas. This involves careful reading, extracting relevant information, and coding the data. The researcher employs both inductive and

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