Nhận thức của sinh viên ngành Giáo dục mầm non về các rào cản trong giao tiếp bằng tiếng Anh: Nghiên cứu tại hai trường đại học ở Hà Nội
Tóm tắt
This cross-sectional study examined Early Childhood Education students' perceptions of barriers to communicating in English at two universities in Hanoi. Data from 473 valid questionnaires were analyzed using reliability analysis, confirmatory factor analysis (CFA), the heterotrait-monotrait ratio (HTMT), descriptive statistics, Friedman and Wilcoxon tests, and one-way ANOVA with Tukey post-hoc comparisons. The 15-item instrument supported a three-correlated-domain model comprising linguistic, psychological, and learning-environment barriers (χ²(87) = 359.86, CFI = .952, TLI = .942, RMSEA = .082, SRMR = .045); standardized loadings ranged from .769 to .865. HTMT between linguistic and psychological barriers was .883, indicating substantial conceptual overlap. The overall reported barrier score was above the scale midpoint (M = 3.643, SD = .687). Linguistic barriers had the highest mean (M = 3.700), although differences across domains were very small (Kendall's W = .017). Students with lower self-rated English communication ability reported higher barriers, F(3,469) = 11.331, p < .001, η² = .068. The findings provide evidence supporting a profession-sensitive three-domain approach to interpreting future preschool teachers’ self-reported barriers to communicating in English; however, the cross-sectional self-report design does not permit causal inference or replace direct assessment of communicative performance.
Tài liệu tham khảo
Aprilia, P. K., Romadhon, M. G. E., Fikri, D., & Mustofa, M. (2023). Strategies and challenges in interdisciplinary English language teaching at the preschool level: A qualitative analysis. Voices of English Language Education Society, 7(3), 652-664. https://doi.org/10.29408/veles.v7i3.24566
Belcher, D. D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40(1), 133-156. https://doi.org/10.2307/40264514
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47. https://doi.org/10.1093/applin/I.1.1
Chulee, W., Khanom, K., Chesa, N., Sha’ar, M. Y. M. A., Buddharat, C., & Rajabhat, N. S. T. (2023). “Why still we cannot speak English?” Examining internal demotivating factors among Thai tertiary learners. MEXTESOL Journal, 47(4). https://doi.org/10.61871/mj.v47n4-5
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135. https://doi.org/10.1007/s11747-014-0403-8
Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in Second Language Acquisition, 40(3), 605-624. https://doi.org/10.1017/S0272263117000304
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47(2), 265-287. https://doi.org/10.1111/0023-8333.81997008
Nguyen, L. D. (2023). Non-English majors’ perceptions of English proficiency standards and CEFR-V in tertiary education in Vietnam. Vietnam Journal of Education, 7(2), 136-145. https://doi.org/10.52296/vje.2023.281
Padmanathan, H., Mohamed Isa, Z., & Nadarajan, P. (2021). An investigation on the challenges faced by Early Childhood Education undergraduates to speak in English. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 10(2), 103-117. https://doi.org/10.37134/jpak.vol10.2.9.2021
Papi, M., & Khajavy, G. H. (2023). Second language anxiety: Construct, effects, and sources. Annual Review of Applied Linguistics, 43, 127-139. https://doi.org/10.1017/S0267190523000028
Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903. https://doi.org/10.1037/0021-9010.88.5.879
Sudina, E. (2023). Scale quality in second-language anxiety and willingness-to-communicate research: A methodological synthesis. Studies in Second Language Acquisition, 45(5), 1427-1455. https://doi.org/10.1017/
S0272263122000560
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363-387. https://doi.org/10.1017/S0272263118000311
Trinh, N. B., & Pham, D. T. T. (2021). Challenges in speaking classrooms among non-English majors. Vietnam Journal of Education, 5(2), 26-31. https://doi.org/10.52296/vje.2021.96
Tüm, D. Ö. (2015). Foreign language anxiety’s forgotten study: The case of the anxious preservice teacher. TESOL Quarterly, 49(4), 627-658. https://doi.org/10.1002/tesq.190
Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at Le Thanh Hien High School. Asian Journal of Educational Research, 3(2), 8-23.
Vo, V. V., Phan, T. L. A., & Huynh, T. C. (2023). Language learning strategies employed by non-English majors at Nong Lam University, Vietnam. Vietnam Journal of Education, 7(1), 1-14. https://doi.org/10.52296/
vje.2023.248
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Bản quyền (c) 2026 Tạp chí Giáo dục
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
