Thư viện số DSPACE
Thư viện số cho phép quản lý các nguồn tài liệu số như: Văn bản, hình ảnh, âm thanh, phim ảnh...
Vui lòng dùng định danh này để trích dẫn hoặc liên kết đến tài liệu này:
http://hdl.handle.net/ULIS_123456789/2152Toàn bộ biểu ghi siêu dữ liệu
| Trường DC | Giá trị | Ngôn ngữ |
|---|---|---|
| dc.contributor.advisor | Trần Thị, Lan Anh | - |
| dc.contributor.author | Vũ, Ngân Linh | - |
| dc.date.accessioned | 2019-07-23T03:53:09Z | - |
| dc.date.available | 2019-07-23T03:53:09Z | - |
| dc.date.issued | 2019-07 | - |
| dc.identifier.uri | http://hdl.handle.net/ULIS_123456789/2152 | - |
| dc.description | ABSTRACT The main purpose of this study was to explore the level of test anxiety among Grade 12 EFL students before the English National High School Examination in three Vietnamese schools. It also aimed to examine the possible correlation between test anxiety and other variables such as gender and academic achievement. Moreover, factors provoking test anxiety and ways to dispel it were investigated from students’ perspectives. To achieve these aims, the study employed a mixed-method sequential exploratory design, incorporating a quantitative stage followed by a qualitative one. Data was collected via a questionnaire delivered to 344 students in three high schools in a province in Vietnam, followed by semi-structured interviews conducted with 16 participants through purposive sampling. After the some findings were drawn from the data analysis process, the study also suggested some useful implications for EFL students, teachers and test designers in the current high-stake testing environment in Vietnam and other similar contexts. | vi |
| dc.description.abstract | ABSTRACT The main purpose of this study was to explore the level of test anxiety among Grade 12 EFL students before the English National High School Examination in three Vietnamese schools. It also aimed to examine the possible correlation between test anxiety and other variables such as gender and academic achievement. Moreover, factors provoking test anxiety and ways to dispel it were investigated from students’ perspectives. To achieve these aims, the study employed a mixed-method sequential exploratory design, incorporating a quantitative stage followed by a qualitative one. Data was collected via a questionnaire delivered to 344 students in three high schools in a province in Vietnam, followed by semi-structured interviews conducted with 16 participants through purposive sampling. After the some findings were drawn from the data analysis process, the study also suggested some useful implications for EFL students, teachers and test designers in the current high-stake testing environment in Vietnam and other similar contexts. | vi |
| dc.description.tableofcontents | TABLE OF CONTENTS ACKNOWLEDGEMENT i ABSTRACT ii List of Figures iii List of Tables iv List of Abbreviations v CHAPTER 1. INTRODUCTION 1 1.1. Background of the study 1 1.2. Problem statement and rationales for the study 2 1.3. Purpose of the study and research questions 3 1.4. Significance of the study 4 1.5. Overview of the research 4 CHAPTER 2. LITERATURE REVIEW 6 2.1. Anxiety from psychological perspectives 6 2.2. Foreign language anxiety 7 2.3. Test anxiety 8 2.3.1. Definition of test anxiety 8 2.3.2. Causes of test anxiety 8 2.4. The English language testing and assessment system in Vietnam and its wash-back effects on English language learners 10 2.5. Research gaps 12 CHAPTER 3. METHODOLOGY 13 3.1. Research questions 13 3.2. Research design 13 3.3. Research context 14 3.4. Sampling 15 3.5. Data collection instruments 16 3.5.1 Test Anxiety Scale 16 3.5.2 Interview protocol 17 3.6. Data collection procedure 21 3.7 Ethical considerations 22 3.8. Data analysis 22 3.8.1. Quantitative data 22 3.8.2. Qualitative data 23 CHAPTER 4. FINDINGS 27 4.1. Findings from the questionnaire 27 4.1.1. Research question 1: What is the level of test anxiety among 12th grade students before taking the English High School Graduation Examination? 27 4.1.2. Research question 2: Is there a significant relationship between the students’ test anxiety and their gender and academic achievement? 30 4.2. Findings from the interviews 33 4.2.1. Research question 3: What factors influence the anxiety levels for this test from students’ perspectives? 34 4.2.2. Research question 4: What strategies do students perceive as can help them to alleviate test anxiety? 37 CHAPTER 5. DISCUSSION AND CONCLUSION 41 5.1 Discussion 41 5.3 Implication for practices 45 5.4 Limitations and suggestions for future research 47 5.5 Concluding thoughts 47 REFERENCES 50 APPENDICES 56 Appendix 1: Test anxiety questionnaire (The original version) 56 Appendix 2: Test anxiety questionnaire (The modified version) 57 Appendix 3: Test anxiety questionnaire (The translated version) 59 Appendix 4: Interview Protocol (The original version) 62 Appendix 5: Interview Protocol (The translated version) 64 | vi |
| dc.language.iso | en | vi |
| dc.publisher | Đại học Ngoại ngữ - Đại học Quốc gia Hà Nội | vi |
| dc.subject | mức độ lo lắng | vi |
| dc.subject | quốc gia | vi |
| dc.subject | thi cử | vi |
| dc.subject | lớp 12 | vi |
| dc.title | Exploring Test Anxiety for the English National High School Examination: A Study of the 12th Graders | vi |
| dc.title.alternative | Nghiên cứu mức độ lo lắng thi cử trước kì thi Tiếng Anh Trung Học Phổ Thông Quốc Gia của học sinh lớp 12 | vi |
| dc.type | Dataset | vi |
| Bộ sưu tập: | Khóa luận tốt nghiệp | |
Các tập tin trong tài liệu này:
| Tập tin | Mô tả | Kích thước | Định dạng | |
|---|---|---|---|---|
| E.KL.GHP.825.pdf | 164.14 kB | Adobe PDF | Xem trực tuyến |
Khi sử dụng các tài liệu trong Thư viện số phải tuân thủ Luật bản quyền.