ÁP LỰC THỜI GIAN, LO ÂU VÀ CHIẾN LƯỢC ỨNG PHÓ TRONG VSTEP WRITING TASK 2: NGHIÊN CỨU ĐỊNH TÍNH VỚI NGƯỜI HỌC TIẾNG ANH TRÌNH ĐỘ A2
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu định tính quy mô nhỏ này tìm hiểu cách sinh viên năm thứ nhất học tiếng Anh như một ngoại ngữ cảm nhận áp lực thời gian, trải nghiệm lo âu và lý giải các chiến lược ứng phó khi thực hiện VSTEP Writing Task 2 trong điều kiện có giới hạn thời gian. Nghiên cứu được thực hiện với 10 sinh viên trong một chương trình tiếng Anh tăng cường tại một trường đại học ở Việt Nam; các sinh viên này có trình độ đầu vào khoảng A2 theo Khung tham chiếu trình độ ngôn ngữ chung của Châu Âu (CEFR) và đang hướng tới các yêu cầu ở mức B2/VSTEP. Dữ liệu được thu thập từ ba nguồn: bài viết 40 phút có giới hạn thời gian, bản phản hồi ngắn ngay sau khi làm bài, và các cuộc phỏng vấn gợi nhớ theo nhiệm vụ được thực hiện trong vòng một tuần. Sử dụng phương pháp phân tích chủ đề phản tư, nghiên cứu xem xét cách người học thuật lại áp lực thời gian, các yếu tố gây lo âu, và lý do họ lựa chọn các chiến lược ứng phó. Kết quả gợi ý rằng người học thường trải nghiệm bài viết có giới hạn thời gian qua ý thức thường trực về đồng hồ, khó khăn trong việc khởi ý và duy trì ý, nỗi lo không hoàn thành bài, và xu hướng dựa vào các chiến lược ưu tiên hoàn thành như: đơn giản hóa ngôn ngữ, rút gọn nội dung và hạn chế rà soát. Nghiên cứu cung cấp một mô tả định tính mang tính đặc thù bối cảnh, từ đó gợi ý một số hướng hỗ trợ sư phạm cho người học trình độ thấp khi luyện viết nghị luận có giới hạn thời gian trong bối cảnh chuẩn bị cho VSTEP.
Từ khóa
VSTEP, Writing task 2, trình độ A2 CEFR, Người học EFL
Chi tiết bài viết
Tài liệu tham khảo
Bailey, D. R., & Almusharraf, N. (2022). A structural equation model of second language writing strategies and their influence on anxiety, proficiency, and perceived benefits with online writing. Education and Information Technologies, 27(8), 10497-10516. https://doi.org/10.1007/s10639-022-11045-0
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE. https://collegepublishing.sagepub.com/products/qualitative-inquiry-and-research-design-4-246896
Cui, H., Wang, B., & Kaur, N. (2024). Writing anxiety and self-regulation strategies among medical English students. International Journal of English Language and Literature Studies, 13(2), 342–354. https://doi.org/10.55493/5019.v13i2.5084
Cumming, A. (2013). Multiple dimensions of academic language and literacy development. Language Learning, 63(S1), 130–152. https://doi.org/10.1111/j.1467-9922.2012.00741.x
Doan, P. A. N., & Piamsai, C. (2025). Washback of Vietnamese Standardized Test of English Proficiency (VSTEP.3-5) on Undergraduate Students’ Learning Strategies. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 23–53. https://doi.org/10.70730/VEZK2760
Erdel, D. (2024). A thorough investigation into foreign language writing anxiety in a Turkish EFL context. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 26(1), 25-37. https://doi.org/10.17556/erziefd.1373734
Fan, C., & Wang, J. (2024). Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: An fsQCA approach. Scientific Reports, 14, 11125. https://doi.org/10.1038/s41598-024-61537-x
Fan, N., & Ma, Y. (2024). Effects of Planning Conditions on L2 Writing in Relation to Task Complexity. SAGE Open, 14(4). https://doi.org/10.1177/21582440241297412
Fathi, J., Derakhshan, A., & Safdari, M. (2020). The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students. Polish Psychological Bulletin, 51(3), 226-235. https://doi.org/10.24425/ppb.2020.134729
Guo, T., Hamat, A., & Jaafar, N. M. (2025). Writing Anxiety and L2 Writing Performance: A Systematic Literature Review. Arab World English Journal, 16(1), 103–124. https://doi.org/10.24093/awej/vol16no1.7
Güvendir, E., & Uzun, K. (2023). L2 writing anxiety, working memory, and task complexity in L2 written performance. Journal of Second Language Writing, 60, 101016. https://doi.org/10.1016/j.jslw.2023.101016
Jawas, U. (2019). Writing anxiety among Indonesian EFL students: Factors and strategies. International Journal of Instruction, 12(4), 733–746. https://doi.org/10.29333/iji.2019.12447a
Johnson, M. D. (2017). Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37, 13–38. https://doi.org/10.1016/j.jslw.2017.06.001
Kellogg, R. T. (1996). A model of working memory in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 57–71). Lawrence Erlbaum. https://psycnet.apa.org/record/1996-98203-003
Khuder, B., & Harwood, N. (2015). L2 writing in test and non-test situations: Process and product. Journal of Writing Research, 6(3), 233–278. https://doi.org/10.17239/jowr-2015.06.03.2
Kieu, V. L. (2022). Factors affecting EFL learners’ writing task 2 in the VSTEP test format. Journal of Inquiry into Languages and Cultures, 6(2), 209–217. https://doi.org/10.63506/jilc.0602.95
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390–403. https://doi.org/10.1016/j.jslw.2012.09.003
Li, S. (2023). Working memory and second language writing: A systematic review. Studies in Second Language Acquisition, 45(3), 647-679. https://doi.org/10.1017/S0272263123000189
Nguyen, T. T. M., Hoang, T. N. L., Nguyen, T. L., & Le, T. T. N. (2025). Challenges and some solutions of VSTEP writing test for non–English major students. Hanoi Open University Journal of Science, 125, 19-28. https://doi.org/10.59266/houjs.2025.546
Nugraheni, D. A. (2023). Mapping Undergraduate EFL Students’ Writing Anxiety: Trajectories from Responses, Reasons, and Strategies. Jo-ELT, 10(2), 251. https://doi.org/10.33394/jo-elt.v10i2.9452
Phung, D. H., & Le, N. V. A. (2024). A study on the difficulties encountered by senior students of English in writing essay task 2. European Journal of English Language Teaching, 9(1), 117-140. https://doi.org/10.46827/ejel.v9i1.5316
Puspita, A. G. (2023). An Analysis of the Level of Students’ Anxiety on Their Writing Skills. IREELL Indonesian Review of English Education, Linguistics and Literature, 1(2), 108-126. https://doi.org/10.30762/ireell.v1i2.1970
Rahimi, M., & Zhang, L. J. (2017). Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production. Discourse Processes, 55(8), 726-742. https://doi.org/10.1080/0163853X.2017.1336042
Rahimi, M., & Zhang, L. J. (2019). Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing, 32, 761–786. https://doi.org/10.1007/s11145-018-9887-9
Rostamian, M., Fazilatfar, A. M., & Jabbari, A. A. (2018). The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing. Language Teaching Research, 22(4), 418–438. https://doi.org/10.1177/1362168817699239
Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE. https://www.sagepub.com/shop/buy-a-book/the-coding-manual-for-qualitative-researchers-4-273583
Tabari, M. A. (2022). Investigating the interactions between L2 writing processes and products under different task planning time conditions. Journal of Second Language Writing, 55, 100871. https://doi.org/10.1016/j.jslw.2022.100871
Tabari, M. A., & Goetze, J. (2024). Exploring the impacts of task complexity, anxiety, and self-efficacy on L2 written production: Unraveling individual differences in TBLT. International Journal of Applied Linguistics, 34(4), 1533-1555. https://doi.org/10.1111/ijal.12582
Tabari, M. A., & Golparvar, S. E. (2025). Understanding Task‐Specific Emotions in L2 Writing: the Influence of Task Repetition and Task Rehearsal Across Proficiency Levels. International Journal of Applied Linguistics, 35(4), 1982–1995. https://doi.org/10.1111/ijal.12745
Tabari, M. A., Farahanynia, M., & Botes, E. (2025). Examining the predictive power of L2 writing anxiety on L2 writing performance in simple and complex tasks under task-readiness conditions. Assessing Writing, 63, 100912. https://doi.org/10.1016/j.asw.2024.100912
Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48, 100701. https://doi.org/10.1016/j.jslw.2019.100701
Trinh, Q. L., Kieu, V. L., Luu, H. T., Ngo, H. H. N., & Le, C. T. (2025). EFL students’ challenges in writing VSTEP essays. Hanoi National University of Education Journal of Science, Educational Sciences, 70(5), 34–41. https://doi.org/10.18173/2354-1075.2025-0087
Weigle, S. C. (2002). Assessing writing. Cambridge University Press. https://doi.org/10.1017/CBO9780511732997
Wern, T. C., & Rahmat, N. H. (2021). An investigate study on the types and causes of EFL writing anxiety: A case study of learners from a Chinese independent middle school. European Journal of English Language Teaching, 6(3), 19–36. https://doi.org/10.46827/ejel.v6i3.3553
Yu, Y., & Zhou, D. (2022). Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1010010
Zargar, M., & Nimehchisalem, V. (2023). Iranian medical students’ EFL writings anxiety, coping strategies, and attitudes towards writing in an online setting. Open Journal of Modern Linguistics, 13(1), 26–49. https://doi.org/10.4236/ojml.2023.131003
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589-597. https://doi.org/10.1080/2159676X.2019.1628806
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13(4), 313–335. https://doi.org/10.1016/j.jslw.2004.07.001
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE. https://collegepublishing.sagepub.com/products/qualitative-inquiry-and-research-design-4-246896
Cui, H., Wang, B., & Kaur, N. (2024). Writing anxiety and self-regulation strategies among medical English students. International Journal of English Language and Literature Studies, 13(2), 342–354. https://doi.org/10.55493/5019.v13i2.5084
Cumming, A. (2013). Multiple dimensions of academic language and literacy development. Language Learning, 63(S1), 130–152. https://doi.org/10.1111/j.1467-9922.2012.00741.x
Doan, P. A. N., & Piamsai, C. (2025). Washback of Vietnamese Standardized Test of English Proficiency (VSTEP.3-5) on Undergraduate Students’ Learning Strategies. LEARN Journal: Language Education and Acquisition Research Network, 18(1), 23–53. https://doi.org/10.70730/VEZK2760
Erdel, D. (2024). A thorough investigation into foreign language writing anxiety in a Turkish EFL context. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 26(1), 25-37. https://doi.org/10.17556/erziefd.1373734
Fan, C., & Wang, J. (2024). Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: An fsQCA approach. Scientific Reports, 14, 11125. https://doi.org/10.1038/s41598-024-61537-x
Fan, N., & Ma, Y. (2024). Effects of Planning Conditions on L2 Writing in Relation to Task Complexity. SAGE Open, 14(4). https://doi.org/10.1177/21582440241297412
Fathi, J., Derakhshan, A., & Safdari, M. (2020). The impact of portfolio-based writing instruction on writing performance and anxiety of EFL students. Polish Psychological Bulletin, 51(3), 226-235. https://doi.org/10.24425/ppb.2020.134729
Guo, T., Hamat, A., & Jaafar, N. M. (2025). Writing Anxiety and L2 Writing Performance: A Systematic Literature Review. Arab World English Journal, 16(1), 103–124. https://doi.org/10.24093/awej/vol16no1.7
Güvendir, E., & Uzun, K. (2023). L2 writing anxiety, working memory, and task complexity in L2 written performance. Journal of Second Language Writing, 60, 101016. https://doi.org/10.1016/j.jslw.2023.101016
Jawas, U. (2019). Writing anxiety among Indonesian EFL students: Factors and strategies. International Journal of Instruction, 12(4), 733–746. https://doi.org/10.29333/iji.2019.12447a
Johnson, M. D. (2017). Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis. Journal of Second Language Writing, 37, 13–38. https://doi.org/10.1016/j.jslw.2017.06.001
Kellogg, R. T. (1996). A model of working memory in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 57–71). Lawrence Erlbaum. https://psycnet.apa.org/record/1996-98203-003
Khuder, B., & Harwood, N. (2015). L2 writing in test and non-test situations: Process and product. Journal of Writing Research, 6(3), 233–278. https://doi.org/10.17239/jowr-2015.06.03.2
Kieu, V. L. (2022). Factors affecting EFL learners’ writing task 2 in the VSTEP test format. Journal of Inquiry into Languages and Cultures, 6(2), 209–217. https://doi.org/10.63506/jilc.0602.95
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390–403. https://doi.org/10.1016/j.jslw.2012.09.003
Li, S. (2023). Working memory and second language writing: A systematic review. Studies in Second Language Acquisition, 45(3), 647-679. https://doi.org/10.1017/S0272263123000189
Nguyen, T. T. M., Hoang, T. N. L., Nguyen, T. L., & Le, T. T. N. (2025). Challenges and some solutions of VSTEP writing test for non–English major students. Hanoi Open University Journal of Science, 125, 19-28. https://doi.org/10.59266/houjs.2025.546
Nugraheni, D. A. (2023). Mapping Undergraduate EFL Students’ Writing Anxiety: Trajectories from Responses, Reasons, and Strategies. Jo-ELT, 10(2), 251. https://doi.org/10.33394/jo-elt.v10i2.9452
Phung, D. H., & Le, N. V. A. (2024). A study on the difficulties encountered by senior students of English in writing essay task 2. European Journal of English Language Teaching, 9(1), 117-140. https://doi.org/10.46827/ejel.v9i1.5316
Puspita, A. G. (2023). An Analysis of the Level of Students’ Anxiety on Their Writing Skills. IREELL Indonesian Review of English Education, Linguistics and Literature, 1(2), 108-126. https://doi.org/10.30762/ireell.v1i2.1970
Rahimi, M., & Zhang, L. J. (2017). Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production. Discourse Processes, 55(8), 726-742. https://doi.org/10.1080/0163853X.2017.1336042
Rahimi, M., & Zhang, L. J. (2019). Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing, 32, 761–786. https://doi.org/10.1007/s11145-018-9887-9
Rostamian, M., Fazilatfar, A. M., & Jabbari, A. A. (2018). The effect of planning time on cognitive processes, monitoring behavior, and quality of L2 writing. Language Teaching Research, 22(4), 418–438. https://doi.org/10.1177/1362168817699239
Saldaña, J. (2021). The coding manual for qualitative researchers (4th ed.). SAGE. https://www.sagepub.com/shop/buy-a-book/the-coding-manual-for-qualitative-researchers-4-273583
Tabari, M. A. (2022). Investigating the interactions between L2 writing processes and products under different task planning time conditions. Journal of Second Language Writing, 55, 100871. https://doi.org/10.1016/j.jslw.2022.100871
Tabari, M. A., & Goetze, J. (2024). Exploring the impacts of task complexity, anxiety, and self-efficacy on L2 written production: Unraveling individual differences in TBLT. International Journal of Applied Linguistics, 34(4), 1533-1555. https://doi.org/10.1111/ijal.12582
Tabari, M. A., & Golparvar, S. E. (2025). Understanding Task‐Specific Emotions in L2 Writing: the Influence of Task Repetition and Task Rehearsal Across Proficiency Levels. International Journal of Applied Linguistics, 35(4), 1982–1995. https://doi.org/10.1111/ijal.12745
Tabari, M. A., Farahanynia, M., & Botes, E. (2025). Examining the predictive power of L2 writing anxiety on L2 writing performance in simple and complex tasks under task-readiness conditions. Assessing Writing, 63, 100912. https://doi.org/10.1016/j.asw.2024.100912
Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48, 100701. https://doi.org/10.1016/j.jslw.2019.100701
Trinh, Q. L., Kieu, V. L., Luu, H. T., Ngo, H. H. N., & Le, C. T. (2025). EFL students’ challenges in writing VSTEP essays. Hanoi National University of Education Journal of Science, Educational Sciences, 70(5), 34–41. https://doi.org/10.18173/2354-1075.2025-0087
Weigle, S. C. (2002). Assessing writing. Cambridge University Press. https://doi.org/10.1017/CBO9780511732997
Wern, T. C., & Rahmat, N. H. (2021). An investigate study on the types and causes of EFL writing anxiety: A case study of learners from a Chinese independent middle school. European Journal of English Language Teaching, 6(3), 19–36. https://doi.org/10.46827/ejel.v6i3.3553
Yu, Y., & Zhou, D. (2022). Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1010010
Zargar, M., & Nimehchisalem, V. (2023). Iranian medical students’ EFL writings anxiety, coping strategies, and attitudes towards writing in an online setting. Open Journal of Modern Linguistics, 13(1), 26–49. https://doi.org/10.4236/ojml.2023.131003