Thanh bên bài viết
Chuyên mục:
Khoa học Xã hội và Nhân văn (Tiếng Anh)
Ngày xuất bản:
17/04/2026
Lượt xem
54
Lượt tải xuống
9
Trích dẫn bài báo
Phan, Q. C., & Lin, H.-Y. (2026). Student engagement in test preparation courses: A case study of an English center in Vietnam. Tạp chí Khoa học Đại học Đồng Tháp, Online First, 1-15. https://doi.org/10.52714/dthu.sch.2714.1854
Định dạng trích dẫn:
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Student engagement in test preparation courses: A case study of an English center in Vietnam
Nội dung chính của bài viết
Tóm tắt
Numerous studies emphasize the impact of student engagement on academic performance within formal English educational settings. However, student engagement in informal education, such as English-language centers, remains underexplored. This study examines factors influencing student engagement and their impact on student learning experiences in test preparation courses. Data were collected through semi-structured interviews and analyzed using Fredricks et al.'s (2004) three-dimensional model of student engagement. The findings highlight three key factors: (1) institutional policies and student care staff; (2) peers and personal characteristics; and (3) teaching methods, communication skills, and classroom management. In particular, institutions have the most effect on behavioral engagement, mainly through tuition benefits and mock test activities. Teachers primarily foster emotional engagement, which then enhances both behavioral and cognitive engagement. In this setting, cognitive engagement is best supported by the 3T approach (testing, teaching, and testing), as students prefer a structured learning process focusing solely on test-related content.
Từ khóa
Informal English education, student engagement, test preparation course, TOEIC listening and reading.
Chi tiết bài viết
Bài báo này được cấp phép theo Creative Commons Attribution-NonCommercial 4.0 International License.
Tài liệu tham khảo
Alvarez, M., & Frey, A. (2012). Promoting academic success through student engagement. Children & Schools, 34, 1-2. https://doi.org/10.1093/cs/cdr005
Braun, V., & Clarke, V. (2021a). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37-47. https://doi.org/10.1002/capr.12360
Braun, V., & Clarke, V. (2021b). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328-352. https://doi.org/10.1080/14780887.2020.1769238
Braun, V., & Clarke, V. (2021c). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qualitative Research in Sport, Exercise and Health, 13(2), 201-216. https://doi.org/10.1080/2159676X.2019.1704846
Brophy, J., Rohrkemper, M., Rashid, H., & Goldberger, M. (1983). Relationships between teachers' presentations of classroom tasks and students' engagement in those tasks. Journal of Educational Psychology, 75(4), 544-552. https://doi.org/10.1037/0022-0663.75.4.544
Carter, C. P., Reschly, A. L., Lovelace, M. D., Appleton, J. J., & Thompson, D. (2012). Measuring student engagement among elementary students: Pilot of the student engagement instrument—Elementary version. School Psychology Quarterly, 27(2), 61. https://doi.org/10.1037/a0029229
Chen, P.-S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of web-based learning technology on college student engagement. Computers & Education, 54(4), 1222-1232. https://doi.org/10.1016/j.compedu.2009.11.008
Dang, D., Le, L., & Tran, D. (2024). How students perceive test-preparation teaching in their VSTEP courses: A qualitative study at a private university in Vietnam. Multidisciplinary Science Journal, 7, 2025216. https://doi.org/10.31893/multiscience.2025216
Delfino, A. P. (2019). Student engagement and academic performance of students of Partido State University. Asian Journal of University Education, 15(1), 42-55. https://files.eric.ed.gov/fulltext/EJ1222588.pdf
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of computing in higher education, 30, 452-465. https://doi.org/10.1007/s12528-018-9179-z
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Groccia, J. E. (2018). What is student engagement? New directions for teaching and learning, 2018(154), 11-20. https://doi.org/10.1002/tl.20287
Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and their implications, 5(4), 216-231. https://ijonte.elapublishing.net/files/108/MAN/5-4/5-4-19.pdf
Gunuc, S., & Kuzu, A. (2015). Student engagement scale: development, reliability and validity. Assessment & Evaluation in Higher Education, 40(4), 587-610. https://doi.org/10.1080/02602938.2014.938019
Hien, T. T. T., & Loan, M. T. (2018). Current challenges in the teaching of tertiary English in Vietnam. In English tertiary education in Vietnam (pp. 40-53). Routledge.
Huong, T. (2022). EFL Vietnamese student engagement in face-to-face learning environment. European Journal of Education Studies, 9. https://doi.org/10.46827/ejes.v9i12.4604
Kahu, E. R. (2013). Framing student engagement in higher education. Studies in higher education, 38(5), 758-773. https://doi.org/10.1080/03075079.2011.598505
Karabiyik, C. (2019). The relationship between student engagement and tertiary level English language learners' achievement. International Online Journal of Education and Teaching, 6(2), 281-293. https://iojet.org/index.php/IOJET/article/view/590
Krause, K. L., & Coates, H. (2008). Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), 493-505. https://doi.org/10.1080/02602930701698892
Lan, N., & Vu, T. (2024). Learning English in the ‘shadow’: Patterns and implications of English private tutoring in Vietnam. Studies in English Language and Education, 11, 1515-1534. https://doi.org/10.24815/siele.v11i3.37898
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: an international journal, 46(3), 517-528. https://doi.org/10.2224/sbp.7054
McGarity Jr, J. R., & Butts, D. P. (1984). The relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students of varying aptitude. Journal of Research in Science Teaching, 21(1), 55-61. https://doi.org/10.1002/tea.3660210107
Mekki, O. M., Ismail, A. M., & Hamdan, D. M. (2022). Student engagement in English language classes: An evaluative study. Sohag University International Journal of Educational Research, 6(6), 15-52. https://doi.org/10.21608/suijer.2022.253735
Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. Teachers College Press.
Ngo, D. H. (2021). Perceptions of EFL tertiary students towards the correlation between e-learning and learning engagement during the COVID-19 pandemic. International Journal of TESOL & Education, 1(3), 235-259. https://i-jte.org/index.php/journal/article/view/99
Nguyen, H., & Gu, Y. (2020). Impact of TOEIC Listening and Reading as a university exit test in Vietnam. Language Assessment Quarterly, 17(2), 147-167. https://doi.org/10.1080/15434303.2020.1722672
Nguyen, M. T. (2017). The benefits of a bilingual program in English language teaching in Vietnam. Journal of English as an International Language, 12(1), 53-65. https://files.eric.ed.gov/fulltext/EJ1250263.pdf
Nguyen, T. T. H. (2015). Impact of TOEIC as a university exit test: A Vietnamese perspective [Unpublished doctoral thesis]. Victoria University of Wellington.
Nhan, T. (2013). The TOEIC® test as an exit requirement in universities and colleges in Danang City, Vietnam: Challenges and impacts. International Journal of Innovative Interdisciplinary Research, 2(1), 33-50.
Öz, Y., & Boyacı, A. (2021). The role of student engagement in student outcomes in higher education: Implications from a developing country. International Journal of Educational Research, 110, 101880. https://doi.org/10.1016/j.ijer.2021.101880
Pearson, W. S. (2022). Student engagement with teacher written feedback on rehearsal essays undertaken in preparation for IELTS. SAGE Open, 12(1). https://doi.org/10.1177/21582440221079842
Phuc, N. (2022). Factors influencing adolescent EFL learners' engagement in online classes: Insights from learners' perspectives. European Journal of English Language Teaching, 7. https://doi.org/10.46827/ejel.v7i4.4423
Phuong, T. (2022). Top 5 TOEIC preparation centers in Ho Chi Minh City. kenhtuyensinh. Retrieved 17/08/2023 from https://kenhtuyensinh.vn/mach-ban-5-trung-tam-luyen-thi-toeic-tot-nhat-tphcm
Saeli, H., & Cheng, A. (2021). Peer feedback, learners' engagement, and L2 writing development: The case of a test-preparation class. Tesl-Ej, 25(2). https://tesl-ej.org/wordpress/issues/volume25/ej98a7/
Salhab, R., & Daher, W. (2023). University students’ engagement in mobile learning. European Journal of Investigation in Health, Psychology and Education, 13(1), 202-216. https://doi.org/10.3390/ejihpe13010016
Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1-13. https://doi.org/10.1080/00461520.2014.1002924
Susanti, Y. (2020). The students' engagement in EFL online class. Lingual: Journal of Language and Culture, 10, 8. https://doi.org/10.24843/LJLC.2020.v10.i02.p02
Truong, H. M. (2021). Perks and perils of adult learners in Communication English learning at English language centers in Vietnam. English Language Teaching Educational Journal, 4(3), 213-224. https://doi.org/10.12928/eltej.v4i3.2955
Van, H. V. (2013). The role of English in the internationalization of higher education in Vietnam. VNU Journal of Foreign Studies, 29(1). https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5023
Van Van, H. (2010). The current situation and issues of the teaching of English in Vietnam. 立命館言語文化研究, 22(1), 7-18. https://www.ritsumei.ac.jp/acd/re/k-rsc/lcs/kiyou/pdf_22-1/RitsIILCS_22.1pp.7-18_HOANG.pdf
Vietnam Ministry of Education and Training. (2018). The general education curriculum framework 2018. Retrieved from https://moet.gov.vn/tintuc/Pages/CT-GDPT-Tong-The.aspx?ItemID=8421
Wang, B., Yu, S., Zheng, Y., & Teo, T. (2022). Student engagement with teacher oral feedback in EFL university classrooms. Language Teaching Research. https://doi.org/10.1177/13621688221105772
Wellborn, J. G. (1992). Engaged and disaffected action: The conceptualization and measurement of motivation in the academic domain. University of Rochester.
Wilczenski, F. L., Sulzer-Azaroff, B., Feldman, R. S., & Fajardo, D. E. (1987). Feedback to teachers on student engagement as a consultation tool. Professional School Psychology, 2(4), 261-272. https://doi.org/10.1037/h0090551
Yazzie-Mintz, E., & McCormick, K. (2012). Finding the humanity in the data: Understanding, measuring, and strengthening student engagement. In Handbook of research on student engagement (pp. 743-761). Springer. https://doi.org/10.1007/978-1-4614-2018-7_36
Zhang, A., & Yang, Y. (2021). Toward the association between EFL/ESL teachers' work engagement and their students' academic engagement [Mini Review]. Frontiers in Psychology, Volume 12 - 2021. https://doi.org/10.3389/fpsyg.2021.739827
Braun, V., & Clarke, V. (2021a). Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern‐based qualitative analytic approaches. Counselling and Psychotherapy Research, 21(1), 37-47. https://doi.org/10.1002/capr.12360
Braun, V., & Clarke, V. (2021b). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328-352. https://doi.org/10.1080/14780887.2020.1769238
Braun, V., & Clarke, V. (2021c). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qualitative Research in Sport, Exercise and Health, 13(2), 201-216. https://doi.org/10.1080/2159676X.2019.1704846
Brophy, J., Rohrkemper, M., Rashid, H., & Goldberger, M. (1983). Relationships between teachers' presentations of classroom tasks and students' engagement in those tasks. Journal of Educational Psychology, 75(4), 544-552. https://doi.org/10.1037/0022-0663.75.4.544
Carter, C. P., Reschly, A. L., Lovelace, M. D., Appleton, J. J., & Thompson, D. (2012). Measuring student engagement among elementary students: Pilot of the student engagement instrument—Elementary version. School Psychology Quarterly, 27(2), 61. https://doi.org/10.1037/a0029229
Chen, P.-S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of web-based learning technology on college student engagement. Computers & Education, 54(4), 1222-1232. https://doi.org/10.1016/j.compedu.2009.11.008
Dang, D., Le, L., & Tran, D. (2024). How students perceive test-preparation teaching in their VSTEP courses: A qualitative study at a private university in Vietnam. Multidisciplinary Science Journal, 7, 2025216. https://doi.org/10.31893/multiscience.2025216
Delfino, A. P. (2019). Student engagement and academic performance of students of Partido State University. Asian Journal of University Education, 15(1), 42-55. https://files.eric.ed.gov/fulltext/EJ1222588.pdf
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of computing in higher education, 30, 452-465. https://doi.org/10.1007/s12528-018-9179-z
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Groccia, J. E. (2018). What is student engagement? New directions for teaching and learning, 2018(154), 11-20. https://doi.org/10.1002/tl.20287
Gunuc, S. (2014). The relationships between student engagement and their academic achievement. International Journal on New Trends in Education and their implications, 5(4), 216-231. https://ijonte.elapublishing.net/files/108/MAN/5-4/5-4-19.pdf
Gunuc, S., & Kuzu, A. (2015). Student engagement scale: development, reliability and validity. Assessment & Evaluation in Higher Education, 40(4), 587-610. https://doi.org/10.1080/02602938.2014.938019
Hien, T. T. T., & Loan, M. T. (2018). Current challenges in the teaching of tertiary English in Vietnam. In English tertiary education in Vietnam (pp. 40-53). Routledge.
Huong, T. (2022). EFL Vietnamese student engagement in face-to-face learning environment. European Journal of Education Studies, 9. https://doi.org/10.46827/ejes.v9i12.4604
Kahu, E. R. (2013). Framing student engagement in higher education. Studies in higher education, 38(5), 758-773. https://doi.org/10.1080/03075079.2011.598505
Karabiyik, C. (2019). The relationship between student engagement and tertiary level English language learners' achievement. International Online Journal of Education and Teaching, 6(2), 281-293. https://iojet.org/index.php/IOJET/article/view/590
Krause, K. L., & Coates, H. (2008). Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5), 493-505. https://doi.org/10.1080/02602930701698892
Lan, N., & Vu, T. (2024). Learning English in the ‘shadow’: Patterns and implications of English private tutoring in Vietnam. Studies in English Language and Education, 11, 1515-1534. https://doi.org/10.24815/siele.v11i3.37898
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: an international journal, 46(3), 517-528. https://doi.org/10.2224/sbp.7054
McGarity Jr, J. R., & Butts, D. P. (1984). The relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students of varying aptitude. Journal of Research in Science Teaching, 21(1), 55-61. https://doi.org/10.1002/tea.3660210107
Mekki, O. M., Ismail, A. M., & Hamdan, D. M. (2022). Student engagement in English language classes: An evaluative study. Sohag University International Journal of Educational Research, 6(6), 15-52. https://doi.org/10.21608/suijer.2022.253735
Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. Teachers College Press.
Ngo, D. H. (2021). Perceptions of EFL tertiary students towards the correlation between e-learning and learning engagement during the COVID-19 pandemic. International Journal of TESOL & Education, 1(3), 235-259. https://i-jte.org/index.php/journal/article/view/99
Nguyen, H., & Gu, Y. (2020). Impact of TOEIC Listening and Reading as a university exit test in Vietnam. Language Assessment Quarterly, 17(2), 147-167. https://doi.org/10.1080/15434303.2020.1722672
Nguyen, M. T. (2017). The benefits of a bilingual program in English language teaching in Vietnam. Journal of English as an International Language, 12(1), 53-65. https://files.eric.ed.gov/fulltext/EJ1250263.pdf
Nguyen, T. T. H. (2015). Impact of TOEIC as a university exit test: A Vietnamese perspective [Unpublished doctoral thesis]. Victoria University of Wellington.
Nhan, T. (2013). The TOEIC® test as an exit requirement in universities and colleges in Danang City, Vietnam: Challenges and impacts. International Journal of Innovative Interdisciplinary Research, 2(1), 33-50.
Öz, Y., & Boyacı, A. (2021). The role of student engagement in student outcomes in higher education: Implications from a developing country. International Journal of Educational Research, 110, 101880. https://doi.org/10.1016/j.ijer.2021.101880
Pearson, W. S. (2022). Student engagement with teacher written feedback on rehearsal essays undertaken in preparation for IELTS. SAGE Open, 12(1). https://doi.org/10.1177/21582440221079842
Phuc, N. (2022). Factors influencing adolescent EFL learners' engagement in online classes: Insights from learners' perspectives. European Journal of English Language Teaching, 7. https://doi.org/10.46827/ejel.v7i4.4423
Phuong, T. (2022). Top 5 TOEIC preparation centers in Ho Chi Minh City. kenhtuyensinh. Retrieved 17/08/2023 from https://kenhtuyensinh.vn/mach-ban-5-trung-tam-luyen-thi-toeic-tot-nhat-tphcm
Saeli, H., & Cheng, A. (2021). Peer feedback, learners' engagement, and L2 writing development: The case of a test-preparation class. Tesl-Ej, 25(2). https://tesl-ej.org/wordpress/issues/volume25/ej98a7/
Salhab, R., & Daher, W. (2023). University students’ engagement in mobile learning. European Journal of Investigation in Health, Psychology and Education, 13(1), 202-216. https://doi.org/10.3390/ejihpe13010016
Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1-13. https://doi.org/10.1080/00461520.2014.1002924
Susanti, Y. (2020). The students' engagement in EFL online class. Lingual: Journal of Language and Culture, 10, 8. https://doi.org/10.24843/LJLC.2020.v10.i02.p02
Truong, H. M. (2021). Perks and perils of adult learners in Communication English learning at English language centers in Vietnam. English Language Teaching Educational Journal, 4(3), 213-224. https://doi.org/10.12928/eltej.v4i3.2955
Van, H. V. (2013). The role of English in the internationalization of higher education in Vietnam. VNU Journal of Foreign Studies, 29(1). https://jfs.ulis.vnu.edu.vn/index.php/fs/article/view/5023
Van Van, H. (2010). The current situation and issues of the teaching of English in Vietnam. 立命館言語文化研究, 22(1), 7-18. https://www.ritsumei.ac.jp/acd/re/k-rsc/lcs/kiyou/pdf_22-1/RitsIILCS_22.1pp.7-18_HOANG.pdf
Vietnam Ministry of Education and Training. (2018). The general education curriculum framework 2018. Retrieved from https://moet.gov.vn/tintuc/Pages/CT-GDPT-Tong-The.aspx?ItemID=8421
Wang, B., Yu, S., Zheng, Y., & Teo, T. (2022). Student engagement with teacher oral feedback in EFL university classrooms. Language Teaching Research. https://doi.org/10.1177/13621688221105772
Wellborn, J. G. (1992). Engaged and disaffected action: The conceptualization and measurement of motivation in the academic domain. University of Rochester.
Wilczenski, F. L., Sulzer-Azaroff, B., Feldman, R. S., & Fajardo, D. E. (1987). Feedback to teachers on student engagement as a consultation tool. Professional School Psychology, 2(4), 261-272. https://doi.org/10.1037/h0090551
Yazzie-Mintz, E., & McCormick, K. (2012). Finding the humanity in the data: Understanding, measuring, and strengthening student engagement. In Handbook of research on student engagement (pp. 743-761). Springer. https://doi.org/10.1007/978-1-4614-2018-7_36
Zhang, A., & Yang, Y. (2021). Toward the association between EFL/ESL teachers' work engagement and their students' academic engagement [Mini Review]. Frontiers in Psychology, Volume 12 - 2021. https://doi.org/10.3389/fpsyg.2021.739827