Vietnam National University- Ho Chi Minh City

University of Social Sciences and Humanities

FACULTY OF ENGLISH LINGUISTICS AND LITERATURE

THE sth INTERNATIONAL CONFERENCE ON ENGLISH

LANGUAGE TEACHING (ICELT 2020)

VNU-HCM PRESS www.nva.hcmussh.edu.vn

 The 5th International Conference on English Language Teaching (!CELT 2020)

ICELT 2020 ORGANIZERS

Many people have helped make this Conference come into truth.
We would like to thank and acknowledge them.

Governing Committee
Prof Dr. Ngo Thi Phuong Lan

Organizing Committee
Dr. Le Hoang Dung Dr. Tran Anh Tien
Dr. Nguyen Dang Nguyen Ho Quang Vien, MA
Dr. Pho Phuong dung Le Thi Ngoe Anh, MA
Dr. Nguyen Thi Nhu N goe Le Tan Cuong, MA
Dr. Tran Thi Minh Phuong Vo Huynh Thanh, MA
Dr. Cao Thi Phuong Dung Le Thi True Ngoe

Review Committee
Dr. Tran Thi Minh Phuong Dr. Le Hoang Dung
Dr. Nguyen Thi Nhu N goe Dr. Nguyen Thi Hong Tham
Dr. Nguyen Nha Tran Dr. Nguyen Dang Nguyen
Dr. Pho Phuong Dung Dr. Cao Thi Phuong Dung
Dr. Le Hoang Dung Dr. Cao Thi Quynh Loan
Dr. Tran Thi Minh Phuong Dr. Pharr Thanh Hung
Dr. Nguyen Thi Nhu Ngoe Le Tuan Minh, MA
Dr. Nguyen Nha Tran Van Thi Nha True, MA
Dr. Pho Phuong Dung Dang Thi Van Di, MA

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 The 5th International Conference on English Language Teaching (!CELT 2020)

Le Thi Ngoe Anh, MA Tran Thi Van Hoai, MA

Le Tan Cuong, MA Nguyen LeBa Tong, MA
Pham Ngoe Kim Tuyen, MA Lam Nhu Bao Tran, MA
Dang Nguyen Anh Chi, MA Pham Thai Bao Ngoe
Nguyen Xuan Trieu, MA

Media Committee

Le Tan Cuong, MA Le Thi True N goe

Pham Ngoe Kim Tuyen, MA Le Due Duy, MA
Pham Nhat Khanh, MA BuiManhBao
Nguyen Xuan Trieu, MA Nguyen Tran Mai Tram
Nguyen Le Ba Tong, MA Vo ThiMai Vy
Ta Huynh Xuan Nghi

Logistics Committee
Cao Thi Phuong Dung, PhD Nguyen Thi Thu
Le Thi Ngoe Anh, MA Huynh Ho Tuong Van
Hoang To Uyen, MA Ta Minh Phuoe
Nguyen Thi Hang, MA Tran Thuy Huynh
Nguyen Thi Bieh Loan Ho Quang Duong Doan
Ho Thi Thuy Kieu HNhanMlo

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 The 5th International Conference on English Language Teaching (ICELT 2020)

MESSAGE PROM PRESIDENT OF USSH, VNUHCM

Ho Chi Minh City, December 17, 2020
Dear Readers,
It is a great privilege for us to present the Proceedings of the
International Conference on English Language Teaching 2020, a
biennale event organized by the Faculty of English Linguistics and
Literature.
As a premier higher education institution, the University of Social
Sciences and Humanities, Viet Nam National University Ho Chi Minh
City, has organized several international conferences. One of them is the
International Conference on English Language Teaching hosted every
two years by the Faculty of English Linguistics and Literature. This
conference series, which began in 2012, could not be of great success
without the enthusiastic contribution and participation of lecturers,
scholars and researchers from Vietnam and many other countries
throughout the world.
Although 2020 is a special year with many upheavals due to the
pandemic, it does not deter us from meeting and sharing our research and
aspirations for research. Following the continuing success of the
conferences, planning has proceeded with confidence for this year's
event. With great encouragement from our University, this will be the
fifth time the Faculty ofEnglish Linguistics and Literature has organized
the conference.
The theme of this year's conference is ELT FOR LIFELONG
LEARNING IN THE NEW DECADE. The papers in the Proceedings
are the fruit of months of careful research, offering profound insights into
aspects of English language teaching and learning with practical
innovations. They indeed serve an invaluable source of reference for
educators, undergraduate and postgraduate students, as well as those who
are interested in the field of ELT.

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 The 5th International Conference on English Language Teaching (ICELT 2020)

ICELT 2020 promises to be both stimulating and informative with a

wonderful array of keynote speakers and invited guests. Therefore, it is
our strong hope that this book will be greeted with favorable reception
from the ELT community in the region and in the world.
President
Prof. Dr. Ngo Thi Phuong Lan
University of Social Sciences and Humanities
VietNam National University Ho Chi Minh City

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 The 5th International Conference on English Language Teaching (ICELT 2020)

PREFACE

Ho Chi Minh City, December 17, 2020

Ladies and Gentlemen,

Warmest greetings from the Faculty of English Linguistics and
Literature, University of Social Sciences and Humanities, Vietnam
National University-He Chi Minh City.
As a continuation to the success of our previous international
conferences, this 5th biennial International Conference on English
Language Teaching- /CELT 2020- is organized with the highlight on
'ELT for Life-Long Learning in the New Decade'. On behalf of the
organizers of the ICELT 2020, we would like to extend our special
thanks to you all for your sharing their expertise and experience at the
conference during December 17 & 18, 2020.
We are honored to bring you to this book of ICELT 2020 conference
proceedings, which includes 42 papers out of 72 oral and poster
presentations submitted by hundreds of local and international students,
educators, experts, researchers, and professionals on diverse topics and
carefully selected and reviewed by the hard work of !CELT 2020
reviewer team. The collection also acknowledges the poster
presentations on equally valuable topics with researchers' reports on
enriching experiences in ELT. Most interestingly, the three keynotes
address varied concerns about how to strengthen ELT teachers' openness
to life-long learning on becoming professionals in the new decade as well
as how to exemplify the lifelong learning mindset among students to
promote active learning. Noticeably enough, the panel discussion and
parellel sessions on 'ELTfor lifelong learning' are special features to this
!CELT 2020. All those contributions, together with the authors' great
inspiration and willingness to share, have made the ICELT 2020
conference proceedings a good collection of research updates in English

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 The 5th International Conference on English Language Teaching (ICELT 2020)

language teaching and related fields. Research outputs peculiar to the

context of Vietnam and other countries will also bring the participants a
good opportunity to compare and benchmark their instituions with
others, which do challenge all participants and readers to reflect on their
own teaching practice and further inspire them to come up with updated
ideas, new research models, new theories, new methods, and so on.
We look forward to more research updates and debates in ELT at our
next conference- ICELT 2022- and hope our ICELT will always be an
academic platform and a research community of choice in the future.
The ICELT 2020 will not be possible without the contributions of the
Organizing Team and we would like to express our appreciation to all
dynamic and highly responsible members of Faculty of English
Linguistics & Literature, who have wholeheartedly dedicated their time
and energy for the success of the conference. Special thanks are due to
the sponsors, the institution's staffs, and the volunteer students, all of
whom are equally important to the conference success.
Thank you and kindest regards.

Nguyen Dang Nguyen, PhD.

Associate Dean, Faculty of English Linguistics & Literature
ICEL T 2020 Organizing Team

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 The 5th International Conference on English Language Teaching (ICELT 2020)

CONTENTS
No. Author Title of paper Page

1 Rochelle Irene G. Lucas Growth mindset, 1

motivation and language
attitude as precursors of
EFL lifelong learning

2 Bui ThiHoa English-majored students' 17

Nguyen Thi Quynh Nhu attitudes towards the use
of critical thinking
strategies in reading
practice

Chu Quang Phe Exploring different 39

{ Nguyen Hoang Trang factors affecting
economics majors' success
in studying English

4 Dang Thi Thao Anh The acquisition of English 61

Doan Minh Kho articles by intermediate
Vietnamese learners

5 Dang Thi Van Di Language assessment 80

literacy: A problem-based
perspective at the Faculty
of English Linguistics and
Literature, USSR,
VNUHCM

6 HoVan Tien Teachers' perceptions of 96

professionalism at a
language center

7 Huynh ThiHau An investigation into 111

Nguyen Thi Kieu Thu learners' attitudes towards
training metacognitive
strategies in reading
comprehension

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8 Le Thi Thach Thao The effect of improving 139

Huynh Thi Thuy My working memory on
Nguyen Hoang Minh Anh interpreting process of
Truong ThiMy Van English major students

9 Janpha Thadphoothon Wellness and ELT: 157

Implications of research
findings

10 Lam YenNhi An analysis of common 167

lexical errors in
translation from
Vietnamese into English

11 LeHoangKha A case study of 181

Mai TanPhat implementing technology-
enhanced project-based
language teaching in a
teenager ESL writing
class

12 LeHoangKha Using technology in 198

Mai TanPhat teaching EFL
pronunciation: an action
research in a young
Vietnamese learner class

13 Nguyen Dang Thi Cue Huyen TOEIC listening 215

hindrances encountered
by EFL learners: A focus
on lexical features

14 Nguyen Duy Khoi The relationship between 236

Nguyen Thi Hoang Anh listening strategies and
intermediate learners'
IELTS listening
comprehension

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 The 5th International Conference on English Language Teaching (ICELT 2020)

15 Nguyen Ha Bao Quyen Attitudes of EFL learners 256

Nguyen Khanh Van at HCMC universities
towards autonomous
learning by English
learning mobile apps for
effective communicative
competence

16 Nguyen Hai Ha Presentations on zoom: 281

Students' perception
towards an EMI course at
ULIS, VNU Hanoi

17 Nguyen Khanh Thao Di An action research on 295

Luu Thi Hong Nhung using short stories to
Pham Hung Thinh teach grammar to
elementary students

18 Nguyen Mai Tran The effects of 316

Nguyen Thu Huong Questioning-the-Author
strategy on EFL young
learners' reading
comprehension

19 Nguyen Minh Quan Etymology in vocabulary 332

acquisition: a meta-
analysis

20 Nguyen Nhat Minh Chau The effects of indirect 349

Cao Thi Quynh Loan written corrective
feedback (WCF) on non-
English majored students'
improvements of
grammatical accuracy in
writing

21 Nguyen Thi Hoai Anh The effects of intrinsic 371

Mai Truong An motivation on students'
intentions of giving peer
feedback in writing

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22 Nguyen Thi Hoang Lan Motivation and 390

amotivation in English
speaking: An
investigation on learners'
interest in English and
home environment at
M.A.S English Center

23 Nguyen Thi Ngoc Dung Using conceptual 408

Bui Hong Uyen Trinh metaphor in phrasal verb
teaching:
A literature review

24 Nguyen Thi Ngoc Lan EFL teenagers' attitudes 426

Nguyen Thu Huong towards 'reading circles':
A case study at a
language center

25 Nguyen Thi Phuong Dung Questions to check for 444

understanding in English
grammar teaching: A
survey into teachers'
beliefs and practices

26 Nguyen Thi Thanh Tra A study on second-year 460

Dang Thi Minh Ngoc students in speaking
Nguyen Duong Phuong Thao practice at People's
Nguyen Thanh Thi Phuong Thao Security University

27 Nicholas Hugh Bishop The judicious balance 479

between pedagogical
proposals and principles
ofsecondlanguage
acquisition

28 Pham Ngoc Kim Tuyen Vietnamese students' 491

perspectives on teachers'
using humor in EFL/ESL
classrooms

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29 Pham Thi Hong An An approach to English 509

teaching and learning in
light of the reader-
response criticism theory
in literature

30 Pham Thi Kim Anh The connection among 521

teacher, peer and self-
feedback in writing skill:
a theoretical synthesis

31 Pham Van Khanh Investigating students' 538

Trinh Ngoc Thanh perception towards the
Nguyen Trung Hieu online teaching of
translation

32 Phan Nhut Khanh Using portfolios in 552

assessing writing ofEFL
learners at the University
OfPeople's Security
(UPS)

33 Phan Thanh Hung Common errors in 574

Nguyen Thi Nhu Ngoc international commercial
Le Hoang Anh Tuan contract translation and
solutions

34 Phan Thi Van Thanh Jumping into cold water: 591

Nguyen Thi Van managing large
Nguyen Ho Thanh True synchronous online EFL
Phan Thi Ngoc Thanh classes
Trinh Mai Phuong

35 Ta Huynh Xuan Nghi Blended learning during 607

social distancing at a
tertiary English
department: Provisional
solution, visionary
approach

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36 TaLe Minh Phuoc Beliefs and practices of 623

Vietnamese EFL teachers
at the faculty of English,
USSH, VNUHCM
regarding English
grammar teaching:
Explicit or implicit
instruction?

37 Tran Thi Thanh Mai Students' attitudes 648

towards the application of
Microsoft Teams to
online learning at Van
Lang University

38 Tran Thi ThuHien Causes ofVietnam USA 664

Society English Centers
(VUS) young learners'
anxiety in speaking
English in class

39 Tran Thi Van Hoai The shadow of Western 682

cultures and Vietnamese
culture on the use of
English and Vietnamese

40 Tran Uyen Phuong Transcreation as the next 697

step in translation
curriculum development

41 Van Thi Nha True Intercultural language 716

Nguyen Duy Mong Ha education: Concepts and
models

42 Vo TuPhuong Solutions to improve 740

foreign language
proficiency for students
majoring in tourism and
hospitality: A case study
in Khanh Hoa Province

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 The 5th International Conference on English Language Teaching (ICEL T 2020)

EXPLORING DIFFERENT FACTORS AFFECTING

ECONOMICS MAJORS' SUCCESS IN STUDYING
ENGLISH

Chu Quang Phe1

Nguyen Hoang Trantf

Abstract
The paper aims to explore and locate the factors influencing economics
majors' success in studying English through the ordered logit model. The
sample taking part in the survey includes 132 student subjects majoring
in Finance, Banking, Marketing, Business Administration, Economic
Management, Real Estate Business Management and Tourism at the
University of Finance-Marketing. They were chosen because they are
generally thought of being those with high motivation for learning
English. The research model based on Bandura's social learning theory
(1997) consists of seven independent components. The findings show
that five factors of the research model including gender, self-evaluation
of learning objectives, self-direction, attitude to the institution, and
attitude to the faculty positively affect students' achievements; however,
the statistical result also shows that self-study time and parental
expectancy are not correlated to students' English learning outcomes.
Keywords: self-evaluation, self-direction, attitude, and parental
expectancy

1. Introduction
The history of language teaching and learning has witnessed the
appearance of many language teaching methods, in each of which
various aspects are clearly detailed, typically the multiple roles of the

1
University ofFinance-Marketing; Email: cq.phe@ufm.edu.vn
2
University of Finance-Marketing; Email: hoangtrangnguyen86@gmail.com

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 The 5th International Conference on English Language Teaching (ICELT 2020)

teacher and his students in the classroom (Krashen, 1982).

Simultaneously since then, numerous studies have been done to explore
those different aspects of language teaching and learning with the aim
that the effectiveness of language teaching and learning could be
improved and enhanced. By the last quarter of the 20th century, the
communicative language teaching became trendy, and it has been cited
as the most appropriate approach to language teaching and learning.
Since the early years of the 21st century, Post Method Era has sometimes
used to describe a classroom where teaching and learning do not focus
on certain methods, alternatively, the correct use of the methods,
principles and techniques are given more priority (Richards & Rodgers,
2001), the result ofwhich is that various language teaching and learning
models - online, offline, flipped or blended- have been widely invented
and introduced. This also entails a boom of researches to find ways for
teaching and learning, especially learning styles which have been long
claimed to be a determinant to the success of language learning. Some
recent studies have been done to find ways to enhance students'
achievements in studying English; nonetheless, few have focused on
exploring the factors affecting economics majors' success in learning it.
Accordingly, this research is essential for improving their academic
performance in the time to come.
Since Vietnam pursued the open-door policy to cooperate with the
entire world in 1986, English has become the most taught foreign
language at tertiary level. Among the majors where students are required
to gain certain score on English as the partial requirement of the training
program, economics majors are usually expected to gain higher score to
graduate from college or university than others. This also leads to the
truth that teaching English to economics majors has always been critical
although they are believed to always make effort to study English. This
is the reason why the researcher group decided on conducting a survey
to find out the factors that affect their success in learning English.
2. Literature review
2.1. Recent studies of students' studying English
Since the beginning of the 21st century when language testing and

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 The 5th International Conference on English Language Teaching (ICELT 2020)

assessment started to grow, people have been paying more attention to

students' achievements in learning English; simultaneously, educators
and researchers have made a lot of effort to explore various factors highly
believed to affect students' success in learning this language, and finding
ways to help them succeed in studying it has gained much attention in
the previous researches (Mushtaq & Khan, 2012; Hayes, 2014).
The first trend was that researchers and educators focused on
exploring motivation which was thought to drive students' learning
English, and they studied the relationship between the intrinsic and
extrinsic motivation and students' interest in learning this language
(Renandya, 2013; Rahman, Rajah, Wahab, Nor, & Zarina, 2017).
Renandya (2013) pointed out that roles of input, output, fluency,
formulaic expressions, motivation, grammar, vocabulary, and amount
and intensity of instruction generated the positive effect on students'
learning outcome. Alsayed (2003) added that instrumental motivation
was the most correlated to students' success in learning a foreign
language, whereas Lee, Chao and Chen (20 11) confirmed that students'
interest in learning influenced their learning outcomes.
The second trend was that the researchers and educators
investigated the social psychological factors such as parental influence,
family background and teacher guidance that impacted students'
achievement in learning English (Lin, & Hwang, 2018; Rahman, Rajah,
Wahab, Nor, & Zarina, 2017; Nguyen & Duong, 2019). The findings
highlighted that family members, teachers and individuals played
important roles in supporting learners to become successful in learning
English (Liando, 2012; Nguyen & Duong, 2019). Alsayed also figured
out that early exposure to English supported students' success in learning
a foreign language (Alsayed, 2003).
Another popular approach was to investigate students' attitude as
researchers and educators believed that students' attitude affected their
learning English; hence, some researches focused on instructional
attitude (Vo, 2017; Lee, Chao & Chen, 2011). The findings showed that
communication, learning facilties and proper guidance positively
affected students' learning English (Mushtaq & Khan, 2012; Lee, Chao

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 The 5th International Conference on English Language Teaching (ICELT 2020)

& Chen, 2011; Anam, Rizwan, Ali & Mughal, 2019). Also, Vo (2017)
investigated students' attitude toward learning English and found that
students were aware of the importance of this language for their career
development. This positive attitude did affect their English learning
success.
On the whole, different researches have been conducted and
published recently to understand the factors influencing students'
studying English. They mostly centered on exploring the students'
studying environment, motivation and their attitude towards what they
studied.
2.2. Social/earning theory
Albert Bandura's social learning theory has been much used as the
grounded theory to investigate learner outcomes; as a result, the research
model will be based on this theory to explore the affecting factors on
their success in learning English.
This theory explains
human behavior in terms of
continuous reciprocal
interaction between
cognitive, behavioral, and
environmental influences.
In more detail, a person can SituationaJ
factors
learn by observing others'
doing things and this
learning behavior is much Figure 1. Bandura's social learning
influenced by environmental theory (Bandura, 1997)
factors and his cognitive abilities. In another angle, the cognitive factors
are also influenced by the situation and the learning activities. The same
case is true to the situational factors when they are simultaneously
affected by the other two, (Bandura, 1997; Razieh, T.N, 2012). Based on
this social learning theory, the research model will be built in order that
various components in students' bahaviour, cognitive ability and the
environment will be considered to estimate the correlation with their
success in learning English. The detailed descprition of the components

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in the research model will be clearly explained in the subsequent

sections, including one dependent variable and seven independent
variables.
2.3. Research model
2.3.1. Dependent variable
The dependent component in the research model is English
learning outcome (SL), and in this research, SL was realized by
economics majors' average score ofthe formative and summative tests
on General English 23 . Students' score collected was categorized into
five groups (coded as 1,2,3,4 and 5) based on the guidance of Decision
N 0 43-2007/QD-BGDT and Circular No57-2012/TT-BGDT (Ministry of
Education and Training, 2012; Ministry of Education and Training,
2007) as below.
Table 1. Classifications of students' score based on Decision No43-
2007/QD-BGDT

Average score Grading Classifications Coded

<4 Poor F 1
4-5.4 Below Average D 2
5.5-6.9 Average c 3
7-8.4 Good B 4
8.5-10 Excellent A 5

Students' score was the dependent variable, and it was divided into
five intervals to help the ordered logit estimate specifically how each
group would be influenced by the independent variables.
2.3.2. Independent variables
The research model consists of seven independent components,
two ofwhich are quantitative and the rest ofwhich are qualitative.

3
Non-English majored students at the University of Finance-Marketing are supposed
to complete four courses on English, namely General English 1,2,3&4. They begin
their first course in the second semester of their first year at university.

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 The 5th International Conference on English Language Teaching (ICELT 2020)

Quantitative variables
Gender and self-study time (STT) directly generate the numeric
data, which will be seen how they are correlated to students' success in
studying English. These are the personal and situational factors
(Bandura, 1997), and they have some effect on their learning outcome,
(Nguyen & Le, 2018; Liando, 2012)). More specifically, gender is
divided into two groups: males (coded as 1) and females (coded as 0),
and STT was recorded as students' studying after school time which was
divided into four groups as below:
Table 2. Division of students' self-study time

Groups STT
1 Those who study less than four hours a week
2 Those who study four hours to less than seven hours a week
3 Those who study more than seven hours to less than fourteen
hours a week
4 Those who study more than fourteen hours a week

The division and coding of the two direct quantitative variables

above were to help the authors of this research calculate how gender and
STT influenced SL of each group of score. Both these two independent
variables directly generated numeric data; therefore, they would be
calculated through Eviews 10 without the involvement of any
hypotheses.
Qualitative variables
Qualitatively, the research model is composed of five independent
variables as diagramed in Figure 2, and they are also from personal,
behavioral and environmental factors suggested by Bandura ( 1997).
Nguyen & Le (2018) deployed his social learning theory to construct a
research model to explore the factors that affected students' English
learning outcomes at a privately-owned university in Ho Chi Minh City.
For this research paper, their research model was revised and used to
measure numerically how economics majors' success in learning English
was affected by the independent factors.

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 The 5th International Conference on English Language Teaching (!CELT 2020)

Self-evaluation of learning -
objectives

I Self-direction 1-
Attitude towards the English learning
'
/

institution outcome

Attitude towards the faculty r--

Parental expectancy ~
Figure 2. Research model (Nguyen & Le, 20 18)

Firstly, self-evaluation of learning objectives (SE) means that

students reflect what they have acquired by certain points of time in
terms of knowledge, skills and competence, whereby they can measure
how much they have achieved compared to the set objectives (Bandura,
1997; Brockett& Hiemstra, 1991; Nguyen & Le, 2018). Secondly, self-
direction (SD) indicates that students direct their learning towards long-
life learning to make necessary change to achieve their set goals
(Bandura, 1997; Brockett & Hiemstra, 1991; Nguyen & Le, 2018). This
is a continuous approach that they adopt to improve their skills,
knowledge and expertise (Brockett & Hiemstra, 1991). Thirdly, attitude
towards the institution (AI) refers to their attitude towards the learning
environment where they observe what they learn (Vo, 2017; Mushtaq &
Khan, 2012; Nguyen & Le, 2018; Liando, 2012). Fourthly, attitude
towards the faculty (AF) assumes that students are impressed or inspired
by their teachers, which may lead to the change of their learning attitude
(Vo, 2017; Mushtaq& Khan, 2012; Nguyen & Le, 2018). Fifthly,
parental expectancy (PE) drives their children to study as parents with
the high level of expectancy often encourage their children to achieve
goals. Some researchers also found out that many students study at
college because they are aware that when having a good life in the future,
they can be more dutiful to their parents (Getie, 2020; Liando, 2012; Lee,
Chao & Chen, 2011).

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 The 5th International Conference on English Language Teaching (!CELT 2020)

2.4. Hypothesis statements

Based on Bandura's social learning theory and the research model
mentioned above, five hypotheses are stated as follows:
H1: SL is positively affected by SE.
H2: SL is positively affected by SD.
H3: SL is positively affected by AI.

H4: SL is positively affected by AF.

Hs: SL is positively affected by PE.
These five hypotheses are adopted to suppose the correlation
between the qualitative independent variables and the dependent one,
which will be the basis for further investigation. All of the hypotheses
will be tested and proven later to arrive at the findings which explain the
factors that affect students' success in learning English.
3. Methodology
3.1. Research questions
Given the foregoing discussion, the study aimed at answering the
following research questions.
1. What factors affect economics majors' success in learning
English?
2. To which degree does each independent variable influence
theirsuccess in learning English in each score group?
After providing the answers to these research questions, the
findings of this research paper will work as the ground for further
implications on what should be done to improve economics majors'
success in learning English.

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 The 5th International Conference on English Language Teaching (I CELT 2020)

3.2. Sampling
The sample of this
research work comprised 132 ''
...
•
•
4-5.4
5.5-6.9
students, who were studying // .7-8.4
/ .6.5-10
various economics majors at "'~- ----
\ " L
the
University of Finance- ~ 394% \

Marketing based on the ~

convemence sampling.
Figure 3. Student subjects' score of
Although coming from
the most recent end of term test
different backgrounds and
majors, they were selected to generate the data for the research work
because they had a common need for English use in the corporate
environment. Also, the demographic information shows that girls
outnumbered boys and accounted for 81.1 %, which is quite typical in the
field of economic studies at tertiary level. Moreover, most of the sample
was composed of freshmen or sophomores, forming 77.3%, while the
more senior ones make up for a much smaller proportion.
When completing the survey questionnaires, the student subjects
were studying General English 3, meaning that they had got certain score
on General English 2 already (see Figure 3). The division of the sample
into five groups was based on the guidance of the Ministry of Education
and Training (see Table 1). In addition, the number of students who
achieved the sufficient score to pass the course accounted for 98.5%,
indicating that the sample was quite appropriate for statistical analysis.
3.3. Instruments
The instruments employed to get the data for this research work
were the questionnaires, which include two parts. The former one is
aimed at exploring the student subjects' background information to
guarantee that the data was provided by the right sample. The latter one
is set to get the data for the research work and contains 22 question items
designed to explore the student subjects' success in learning English:
namely, gender, self-study time, self-evaluation of learning objectives,
self-direction, attitude towards the institution, attitude towards the
faculty, and parental expectancy.

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 The 5th International Conference on English Language Teaching (ICELT 2020)

The Likert-type scale was used to record the participants'

responses. For each question item, the respondents specified their levels
of complete disagreement ( 1) to complete agreement ( 5) on a symmetric
scale from 1 to 5. The questionnaires were translated into Vietnamese
before they were sent to the participants twice via the Google form (see
Appendix B).
3.4. Data processing
Because the data has been carefully gathered and all the numeric
data went through various stages of being refined and analyzed in order
that the statistical data could help reflect the nature of the issues in
question. For the first time, the data was collected for preliminary
research to evaluate and test the scale. After the questionnaires were
reviewed, they were sent to the student subjects for the second time to
gather the data again for the statistical analysis, and 132 responses were
recorded after three weeks. All the data electronically collected was
processed on Eviews 10 to locate the correlations between the dependent
variable and the independent ones.
4. Findings and dada discussion

After 132 the Table 3. Reliability statistics

responses were recorded
on the Google form, the Cronbach's Cronbach's Alpha N ofltems
data was downloaded for Alpha Based on
further calculation. The Standardized Items
first step was to measure
the reliability of the data, .848 .849 22
and it was interesting to
see that the overall Cronbach's Alpha of22 question items hits .848 (>.5)
and the individual Cronbach's Alpha of each item is higher than .83 (see
Appendix A), indicating that the data is reliable for further statistics.
The descriptive statistics in Table 4 shows that means range from
about 2.7 to 3.8, revealing that most responses stand at the neutrality
(2.7-3.4) and agreement (3.41- 3.8). In particular, SO (realized by SOl,
S02, S03, S04, S05 and S06) and PE (realized by PE 1, PE 2, PE 3,

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 The 5th International Conference on English Language Teaching (ICELT 2020)

and PE4) are with the higher means than those of the other variables
which received lower means, ranging from 2. 7 to more than 3. This
requires further exploration of the statistical figures in the other forms of
calculation.
The standard deviation and the variance are less than or a little
higher than 1, indicating that the distribution of data quite condenses
toward their corresponding means. The Skewness and the Kurtosis are
negative, showing that the data spreads further to the left of the mean and
the data distribution is quite flat accordingly.
Table 4. The descriptive statistics on each indicator
Variables Mean Std. Deviation Variance Skewness Kurtosis
Statistic Statistic Statistic Statistic Std. Error Statistic Std. Error
SOl 2.8485 1.02997 1.061 .097 .211 -.350 .419
802 3.1364 1.03947 1.080 -.153 .211 -.385 .419
803 3.4015 1.04742 1.097 -.180 .211 -.485 .419
804 3.6818 .99094 .982 -.470 .211 -.190 .419
805 3.7197 .96752 .936 -.385 .211 -.553 .419
806 3.1515 .97671 .954 .039 .211 -.332 .419
SDl 2.7197 1.05073 1.104 .384 .211 -.274 .419
SD2 2.8409 1.11087 1.234 .151 .211 -.670 .419
SD3 3.0530 1.06516 1.135 .201 .211 -.563 .419
SD4 3.8106 .91745 .842 -.215 .211 -.872 .419
All 2.7121 1.05230 1.107 .322 .211 -.211 .419
AI2 3.5455 1.01413 1.028 -.326 .211 -.489 .419
AI3 2.7955 1.13069 1.278 .219 .211 -.742 .419
AI4 3.6970 1.04069 1.083 -.394 .211 -.500 .419
AFl 3.2273 1.09538 1.200 -.004 .211 -.763 .419
AF2 2.9697 1.09083 1.190 .025 .211 -.634 .419
AF3 3.0606 1.08253 1.172 -.012 .211 -.585 .419
AF4 3.5000 .97683 .954 -.100 .211 -.558 .419
PEl 3.1894 1.05666 1.117 -.191 .211 -.395 .419
PE2 3.0833 1.09852 1.207 .043 .211 -.798 .419
PE3 3.8182 .97931 .959 -.418 .211 -.602 .419
PE4 3.3485 1.11194 1.236 -.253 .211 -.683 .419

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 The 5th International Conference on English Language Teaching (!CELT 2020)

After the exploratory factor analysis and the confirmatory factor

analysis were completed, all the qualitative variables remained the same,
meaning that there was no blending among the variables. The
correlations among the independent and dependent variables are
explained via the ordered logit regression in the following table.
Table 5. Ordered logit regression

Variables z-coefficients Odds ratios

SST -0.1859 0.8304
Gender 0.5754··· 1.7778
SE 0.2672* 1.3063
SD 0.5539··· 1.7400
AI 0.2594* 1.2962
AF 0.6695*** 1.9533
PE -0.1296 0.8784
Limit Cut 1 7.0967···
Limit Cut 2 9.0741***
Limit Cut3 10.8485***
Limit Cut4 12.0932···

Sources: Eviews 10. *** p-value < 0.01; ** p-value < 0.05; * p-value < 0.1;
Chi-squared (14) = 272.5ll,p = 0.0000.
There have existed four limit cuts in Table 5, meaning that the
division of students' average score into five groups was appropriate and
statistically significant. This allows further investigation into the
correlation between the independent variables and the dependent one.
As can be seen from the statistics, gender, SE, SD, AI and AF with
their p-value < 0.1 generate the positive influence on SL, and this means
Ht, Hz, lb and H4 are accepted. Besides, the odds ratios are used to
estimate students' progress in studying English and the probability that
they can join the higher score groups. For this statistical calculation, the
higher the figure is, the more likely the students can succeed in studying
English. The gender with the highest figure, for instance, would be the
most notable factor to be considered because it influences students'
academic achievement most. The findings coincide with those released

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 The 5th International Conference on English Language Teaching (ICELT 2020)

by Vo, (2017), Nguyen & Le (2018), Alsayed (2003), Rahman, Rajah,

Wahab, Nor & Zarina (2017), Amua-Senki & Nti (2015) and Getie
(2020).
Also shown from Table 5, SST and PE are not correlated to SL as
their p-value exceeds 0.1 (10%), meaning Hs is rejected. The statistics
indicate that students' self-study time does not affect their academic
performance in a correlative way, and their parental expectation does not
positively influence their success in studying English. The findings here
coincide with those published by Nguyen & Le (2018) and Mushtaq &
Khan (2012).
That STT does not positively affect SL could have come from the
fact that students spent a different amount of time studying English. For
example, poor students, although spent much time studying English, still
got low score on General English 2, while some good students who spent
little time studying English could get high score on this course easily.
This led to a problem with the statistical calculation and the correlation
between the STT and SL has not been established. Likewise, that PE fails
to generate high impacts on students' achievements might have
originated from the fact that students studied English well not because of
their parents' expectation or tress but because of their attitude, sense of
pride or personal realization (Mushtaq & Khan, 2012).
The ordered logit marginal coefficients in Table 6 below helps to
explain the degree to which each variable affects students' success in
studying English by score groups (see Table 1).
Table 6. Ordered logit marginal coefficients
Variables 1 2 3 4 5
SST 0.009841 0.014054 0.019389 0.025841 0.033269
Gender -0.030457 -0.008121 ** -0.001555* -0.000214*** -0.000021 *
SE -0.014147** -0.007978*** -0.004189*** -0.002048*** -0.000932**
SD -0.029320** -0.008262* -0.001713** -0.000261 *** -0.000029**
AI -0.013733* -0.007883*** -0.004231 ** -0.002123* -0.000996*
AF -0.035438 ** -0.007376** -0.000981 *** -0.000083* -0.000004**
PE 0.006860 0.008827 0.011169 0.013896 0.017001

Sources: Eviews 10. *** p-value < 0.01; ** p-value < 0.05; * p-value < 0.1

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 The 5th International Conference on English Language Teaching (ICELT 2020)

Table 6 shows that STT and PE has no influence on SL. The other
variables affect students' success in studying English differently.
Gender creates some impacts on the students of almost all score
groups, except for Group 1 with its p-value exceeding 0.1. This means
that gender is not correlated to those who are poor at English and it is
also interesting to note that students of Group 3 are affected most by
gender.
SE shows that it influences the students of all score groups and
those who are still poor at English are affected by SE most. This also
means that those students will have the biggest chance to advance in
studying English if they evaluate their own learning objectives to make
necessary change to their set goal and learning attitude.
Then, SD affects the students of all score groups, and those in
Group 1 are subject to SD change most. The more advanced the students
are, the less they are influenced by SD; thus, those in Group 1 will have
the most chance to succeed in studying English if they know how to
direct their learning.
AI and AF positively impact SL, and those in Group 1 receive the
most influence of all score groups. It is true that the more advanced their
English score group is, the less they are affected by these two factors.
In short, the fmdings show that students' success in learning
English is affected by gender, SE, SD, AI and AF. If educators want to
increase students' success in studying English, they should really make
necessary changes to these affecting factors. More particularly, the
students of the lower score groups are affected by these factors more than
those of higher score groups. This is also a chance for poor students to
progress and move to an upper group ifthey make appropriate change to
their learning, or they can receive the proper treatment from their
university or teachers.
5. Conclusion and implications
The research model has worked, and it has helped identify the
factors that affect economics majors' success in studying English at
university. Except for STT and PE, all the other components of the

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 The 5th International Conference on English Language Teaching (ICEL T 2020)

research model are correlated to SL. Based on the findings presented

earlier; the authors of this paper would like to put forwards some
implications as follows.
Gender influences students' success in learning English, especially
for those who are at a low level of using English. When teaching English
to those students, the lecturer should pay attention to their gender to
motivate their learning appropriately and help them make greater
progress in their learning outcome.
That SE positively affects SL means that the lecturer should guide
students to set their English learning objectives, occasionally review
them and make change if necessary in order that they can successfully
achieve what they have set. When teaching them, the lecturer helps his
students get some kind of motivation, and they will b~ more interested
in learning.
The influence of SD on SL shows that the lecturer should instruct
his students to revise their learning plan and direct their learning in order
that they will be active in all learning strategies and will be able to
achieve their set goals. Then, their SD will help them study in the right
way and can gain success more easily.
AI and AF indicate that the university should provide modem
learning facilities and good teaching and learning policies for them, and
the lecturer should give proper guidance and good communication to
them as well. Then, they will be able to get an ideal learning
environment, and this will lead to a positive change in their attitude. This
truly benefits their success in learning English.
On the whole, gender, SE and SD belong to students' learning
behavior and personal factors and AI and AF refer to the learning
environment. Making change to these factors means making change to
the key components in Bandura's social learning theory (1997) to create
the best condition for students to learn English at university and to make
progress towards the higher score groups more easily.

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 The 5th International Conference on English Language Teaching (ICELT 2020)

References
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English as a Foreign Language. Damascus University Journal,
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Amua-Senki, E. T. & Nti, S. K. (2015). Factors Affecting Students'

Performance in English. TMPACT: International Journal of
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Anam, 1., Rizwan, A., Ali, H. & Mughal, W. (2019). Factors Affecting
the Motivation Level ofUndergraduate ESL Learners at University
of Sargodha, Pakistan. Modern Journal of Language Teaching
Methods (2251-6204), 1-12.
Bandura, A. (1997). Self-Elficacy: The Exercise of Control. New York:
Freeman.
Brockett, R. G. & Hiemstra, R. (1991). Self-direction in Adult Learning:
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El-Omari, A. H. (2016). Factors Affecting Students' Achievement in
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Getie, A. S. (2020). Factors Affecting the Attitudes of Students towards
Learning English as a Foreign Language. Cogent Education, 7(1 ),
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Hayes, D. (2014). Factors Influencing Success. London: British Council.
Krashen, S. (1982). Principles and Practices in Second Language
Acquisition. New York: Pergamon.
Lee, Y. L., Chao, C. H. & Chen, C. Y. (2011). The Influences oflnterest
in Learning and Learning Hours on Learning Outcomes. Global
Journal ofEngineering Education, 13(3), 140-153.
Liando, N. V. (2012). Factors Affecting a Successful Language Learners.
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Lin, C. J., & Hwang, G. J. (2018). A Learning Analytics Approach to

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Investigating Factors Affecting EFL. Educational Technology &

Society, 2(21), 205-219.
Ministry of Education and Training. (2007). Decision 43/2007/QD-
BGDDT. HaNoi.
Ministry of Education and Training. (2012). Circular 5712012/TT-
BGDDT. HaNoi.
Mushtaq, I. & Khan, S. N. (2012). Factors Affecting Students' Academic
Performance. Global Journal of Management and Business
Research, 12(9), 16-22.
Nguyen, Q. & Le, T. K. T. (2018). Vng d\lng mo hinh h6i quy Logit thu
b~c phan tich k€t qua hQC t~p CUa sinh vien truang d().i hQC cong l~p
t().i Thanh ph6 H6 Chi Minh. Vietnam Journal of Education,
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Nguyen, T. N. & Duong, D. M. (2019). Factors Affecting English
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Rahman, H.A., Rajab, A., Wahab, S.R.A, Nor, F.M., & Zarina, W.
(2017). Factors Affecting Motivation in Language Learning.
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7(7), 543-547.
Razieh, T.N. (2012). Bandura's Social Learning Theory & Social
Cognitive Learning Theory.
Renandya, W. (2013). Essential Factors Affecting EFL Learning
Outcomes. English Teaching, 6(4), 23-41.
Richards, J.C. & Rodgers, T.S. (2001). Approaches and Methods in
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Vo, V. V. (2017). Undergraduate Students' Attitude Towards Learning
English. VNU Journal ofScience: Education Research, 3(44), 1-7.

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Appendices
APPENDIX A
Scale Mean if Scale Corrected Cronbach's
Item Deleted Variance if Item-Total Alpha if Item
Item Deleted Correlation Deleted
SOl 68.4621 113.411 .509 .838
S02 68.1742 112.114 .565 .836
S03 67.9091 112.801 .528 .837
S04 67.6288 114.083 .499 .839
S05 67.5909 113.847 .526 .838
S06 68.1591 114.150 .505 .838
SD1 68.5909 116.091 .373 .843
SD2 68.4697 118.602 .240 .849
SD3 68.2576 116.498 .348 .844
SD4 67.5000 118.664 .307 .845
All 68.5985 114.731 .435 .841
AI2 67.7652 115.143 .435 .841
AI3 68.5152 114.359 .413 .842
AI4 67.6136 114.224 .464 .840
AFl 68.0833 114.245 .435 .841
AF2 68.3409 113.997 .449 .840
AF3 68.2500 114.998 .408 .842
AF4 67.8106 114.506 .487 .839
PEl 68.1212 117.924 .287 .847
PE2 68.2273 117.582 .287 .847
PE3 67.4924 117.290 .348 .844
PE4 67.9621 117.411 .290 .847
Item- Total Statistics

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 The 5th International Conference on English Language Teaching (ICELT 2020)

APPENDIXB
(Vietnamese version)
TRlJONG DAI HOC TAl CHiNH MARKETING
BANGKIIAO SAT
Cac em than m~n,
Chung toi la giimg vien khoa Ngo<:ti ngfr ti~n hanh khao sat cac y~u
t6 anh d~n k~t qua hQc Ti~ng Anh cua sinh vien nganh kinh t~ t<:ti Truemg DH
Tai chinh-Marketing. Thong tin cac em cung dn la quan trQng va dn thi~t
d~ chling toi hoan thanh bai nghien ciru. Chling toi xin hua se bao v~ thOng
tin va chi SU dl,Ulg VaO m1,1c dich nghien CUu.
Tran trQng
Phin 1: CAU HOI THONG TIN cA NHAN
1. B<:tn la sinh vien nam thu: 00 80 C)O 00
2. Gi6i tinh: Nam 0 Nfr 0
3. Thai luQUg hQc ti~ng anh m6i tufin cua b<:tn la:
0 0 Du6i 4 gia/tufin 8 0 4 gia/tufin d~n du6i 7 gia/tu~n
C)O 7 gia/tufin d~n dum 14 gia/tufin 00 Tren 14 giMtu~n
4. Di~m thi hQC kY hQC phfin Ti~ng Anh D<:ti cuong 2 cua b(;ln thu<)c
nh6m m1o sau day:
00<4 80 4-5.4
C)O 5.4-6.9 00 7-8.4
eo 8.5-10
Phin 2: CAU HOI NGHIEN CUu
(Xin danh ddu vao cac muc 1 (hoan toan kh6ng a6ng y), 2 (kh6ng
a6ng y), 3 (trung l{lp), 4 (d6ng y) va 5 (hoan toan a6ng y)

Yeu Bi~n do IU'O'Og

t6
SE SE 1. HQc tot la dieu quan trQng cho m1,1c tieu nghe 1 2 3 4 5
nghi~p tuong lai cua toi
SE2. HQc tot la m<)t trong nhfrng tuong lai cua toi 1 2 3 4 5
SE3. HQc tot atruemg la quan trQng vm toi 1 2 3 4 5
SE4. Toi muon d<:tt diem cao atruemg 1 2 3 4 5
SE5. Toi thuemg hQc t~p cham chi atruemg 1 2 3 4 5
SE6. Toi thuemg xuyen hoan thanh bai t~p atruemg 1 2 3 4 5
so SOL Toi su d1,1ng nhieu chien luge de hQc t~p tai 1 2 3 4 5
li~u mm
S02.T6i la sinh vien c6 trach nhi~m v6i m1,1c tieu 1 2 3 4 5
hQC t~p
S03.Toi t~p trung vao vi~c hQc cua minh 1 2 3 4 5
S04.Toi thuemg xuyen hoan thanh bai t~p tren 16 1 2 3 4 5

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 The 5th International Conference on English Language Teaching (ICELT 2020)

AI All. Trubng b:~m h9c la trubng dao t~o tot 1 2 3 4 5

AI2. Trubng nay phu h<!P v&i toi 1 2 3 4 5
AB. Toi thich ngoi trubng toi dang h9c 1 2 3 4 5
AI4. Toi t1,r Mo h9c aday 1 2 3 4 5
AF AFl. Toi quan h~ tot v&i giao vien 1 2 3 4 5
AF2. L&p h9c cua toi rat thU vi 1 2 3 4 5
AF3. Giang vi en quan tam den sinh vi en 1 2 3 4 5
AF4. Phan l&ngiang vien la giang vien gioi 1 2 3 4 5
PE PEL HQc tot de toi coca hoi cham soc gia dinh sau 1 2 3 4 5
n<b'
PE2. H9c tot de nang cao vinh dv cho gia dinh 1 2 3 4 5
PE3. H9c tot de lam hai long bo m~ 1 2 3 4 5
PE4. HQC tot cua toi co SlJ d!nh hu&ng cua gia dinh 1 2 3 4 5
Chan thimh cam un cac em ilii giup iliJ nhom nghien cuu.
(English version)
UNIVERSITY OF FINANCE MARKETING
SURVEY QUESTIONNAIRE
Dear my beloved students,
We are the lecturers working at the Faculty of Foreign Languages. We
are doing a survey on the factors that affect economic students' success in
learning English. Your responses are vital for us to complete the research.
We promised to keep your information confidential, and it is will only serve
the research needs.
Yours sincerely,
Part 1: BACKGROUND INFORMATION
1. Year at university: 00 80 @)0 00
2. Gender: Male 0 Female 0
3. The amount of time for studying English at home:
0 0 less than 4 hours/week
8 0 4 hours/week to less than 7 hours/week
@) 0 7 hours/week to less than 14 hours/week
0 0 More than 14 hours/week
4. Which group does your overall score on General English 2 belong
to?
00<4 80 4-5.4
@)0 5.4-6.9 00 7-8.4
eo 8.5-lO
Part 2: STUDY QUESTIONS
(Please blacken the following ratings below, indicating 1 (complete
disagreement), 2 (disagreement), 3 (neutrality), 4 (agreement) and 5
(complete agreement).

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The 5th International Conference on English Language Teaching (ICELT 2020)

Factors Variables
SE SE 1. Studying English well is beneficial for 1 2 3 4 5
my future career.
SE2. Studying English well helps me have 1 2 3 4 5
a good life in the future.
SE3. Studying English well is important to 1 2 3 4 5
me.
SE4. I want to gain a high score at 1 2 3 4 5
university.
SE5. I study hard at university. 1 2 3 4 5
SE6. I usually complete tasks at university. 1 2 3 4 5
so SOl. I adopt numerous strategies to study 1 2 3 4 5
new lessons.
S02. I am accountable for my studying 1 2 3 4 5
results.
S03. I focus myself on studying English. 1 2 3 4 5
S04. I usually com_Qlete exercises in class. 1 2 3 4 5
AI All. This university is good. 1 2 3 4 5
AI2. This university suits me. 1 2 3 4 5
AI3. I like this university. 1 2 3 4 5
AI4. I take a sense of pride when studying 1 2 3 4 5
here.
AF AFl. I have a good relationship with 1 2 3 4 5
lecturers.
AF2. My class meetings are interesting. 1 2 3 4 5
AF3. Lecturers care for their students. 1 2 3 4 5
AF4. Most of the lecturers do their good 1 2 3 4 5
jobs.
PE PEl. Studying well is to help my family in 1 2 3 4 5
the future.
PE2. Studying well can build up my family 1 2 3 4 5
.pride.
PE3. Studying well to satisfy my parents' 1 2 3 4 5
ex_l)ectation.
PE4. My studying well is oriented and 1 2 3 4 5
driven by my family.
Thank you very much for your help.

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 The 5th International Conference on English Language Teaching (ICELT 2020)

Biodata
Chu Quang Phe
The author earned his BA degree in TESOL at Quy Nhon
University in 2003 and then his MA degree in the same field in 2010 at
Ho Chi Minh City University of Social Sciences and Humanities. He is
currently the lecturer of English at the University of Finance-
Marketing's Foreign Languages Department. His major area of interest
involves translation, writing skills, IT use in instruction and
entrepreneurial education and training for business school students.
Nguyen Hoang Trang
The author has her BA degrees in Education with Quy Nhon
University in 2011 and in Banking with the University of Finance-
Marketing in 2016. Also in 2016, she earned her MA degree in Business
Management from the University of Finance-Marketing. She is working
in the field of educational inspection at tertiary level; thus, her concern
and passion mainly cover education, educational management and
technology use in education.

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