Non-English majors’ attitudes toward the Vietnamese standardized test of English proficiency graduation benchmark policy

Abstract

There has not been much research examining undergraduates’ attitudes toward language exit test policies in Asia. This mixed-methods study explored non-English majors’ attitudes toward the Vietnamese Standardized Test of English Proficiency (VSTEP) at a Vietnamese university. The study included 464 undergraduates in the survey and 24 students in four focus groups. Descriptive statistics showed that students displayed positive attitudes toward the policy, were highly engaged in test preparation activities, but experienced moderate levels of anxiety. The overall multivariate test was significant for field of study, year of study, and reading self-efficacy. Univariate analyses indicated that none of the English Learning Self-Efficacy (ELSE) dimensions significantly predicted attitudes. Students in economics & business administration and engineering & technology perceived greater benefits than those in law & political science. Seniors reported the highest levels of perceived benefits, anxiety, and test orientation compared to students in other years of study. Gender significantly influenced test-oriented learning, with females reporting slightly higher test orientation. Qualitative data suggested that the influence of ELSE was related to students’perceived English ability and their affective reactions towards the policy. Contextual influences, such as the practical value of the VSTEP policy and social pressures, also contributed to the formation of students’ attitudes. This study offers suggestions for future research and student support strategies in Vietnam and other comparable educational contexts.