Language attitudes of Vietnamese undergraduates towards English: An investigation at school of advanced studies of Ho Chi Minh city open university

84 Journal of Science Ho Chi Minh City Open University – VOL. 19 (3) 2016 – October/2016 
LANGUAGE ATTITUDES OF VIETNAMESE 
UNDERGRADUATES TOWARDS ENGLISH: AN 
INVESTIGATION AT SCHOOL OF ADVANCED STUDIES OF 
HO CHI MINH CITY OPEN UNIVERSITY 
TRINH THAI VAN PHUC 
Ho Chi Minh City Open University, Vietnam – Email: phuc.ttv@ou.edu.vn 
 (Received: May 13, 2016; Revised: August 8, 2016; Accepted: October 10, 2016) 
ABSTRACT 
The investigation reported in this paper is carried out with 444 undergraduates enrolled in the first semester of 
academic year 2014-2015, which seeks to examine language attitudes towards English language achievement and 
formation of ethnic identity of Vietnamese undergraduates at Ho Chi Minh City Open University (HCMCOU). The 
investigation surveys this topic by discussing the study of language attitudes, effects of language attitudes on 
language achievement, English in Vietnam and awareness of Vietnamese ethnic identity and issues about the 
relationship between language attitudes and language achievement. The questionnaire survey is conducted to 
examine students’ language attitudes, which is adapted from Axler et al. (1998) as cited in Liu & Zhao (2011). The 
results show that students hold positive attitudes towards English and are extrinsically and intrinsically motivated to 
learn English. They show their sense of Vietnamese patriotism in preserving linguistic and cultural identity on 
account of nearly 60 per cent of wishing to learn Vietnamese well. Concurrently, they illustrate their appreciation of 
English status in light of 40 per cent showing their preference to learn good English first. 
Keywords: language attitudes; language achievement and ethnic identity. 
1. Introduction 
According to Fasold (1984, p. 148), 
language attitude is “the attitudes toward 
language itself.” Gardner and Smythe (1975) 
assert that attitudes are given of a central role 
in language learning through their influence 
on motivation. The usual interaction between 
language attitudes and motivation becomes of 
paramount importance in language learning 
(Liu, 2009; Dornyei, 2001; Tremblay & 
Gardner, 1995; Gardner, 1985; Gardner & 
MacIntyre, 1993). This kind of attitudinal/ 
motivational influence toward a language 
might be positive or negative. It probably 
leads to successful language learning since 
learners will be more attentive, critical and 
interested in their study. It is futile to attempt 
to support language learning without 
sufficiently positive language attitudes 
(Gardner, 2001; McGroarty, 1996). Besides, it 
also likely shapes an utterly or partly 
discontented state with everything involved 
with that target language. Therefore, Pierson 
(1987, p. 52) concludes that language attitude 
forms “the dispositions or feelings a learner 
has towards a target language or culture.” 
Baker (1992, p. 9) is concerned with another 
side of language attitudes that seem “to be 
important in language restoration, 
preservation, decay or death” in the life of that 
language. 
In addition, Baker (1992, as cited in 
McKenzie, 2010, p. 26) shows that the term of 
language attitudes are further identified and 
respectively categorized into a number of 
specific attitudes. Some of them are attitude 
towards (1) “language variation”, (2) 
“language groups, communities”, (3) “new 
language learning and language lessons”, and 
(4) “the uses of a specific language”. 
This research will attempt to investigate 
language attitudes towards language 
 Language attitudes of Vietnamese undergraduates towards English:... 85 
achievement, especially English, and 
awareness of Vietnamese ethnic identity. For 
this reason, the second and the third of the 
aforementioned categories will be given given 
OF central importance 
2. Literature review 
2.1. The study of language attitudes 
2.1.1. The nature of language 
The nature of language is viewed in three 
ways, namely, structural, functional and 
interactional views (Richards & Rodgers, 
2001) in which the purpose of the structural is 
to master systematic and structural elements 
of the language such as phonology, 
grammatical elements and lexical units 
whereas the emphasis of the functional is on 
dimensions of communication and language 
semantics while language is regarded as a 
means for interpersonal relationship 
realization and maintenance, and for social 
transaction performance between individuals 
in the third view. 
In a similar vein, Kumaravadivelu (2003); 
Mitchell & Myles (2004) and Lewis & Hill 
(2005) extended and developed systematic 
and rule-governed characteristics of the 
structural system of the language by being 
comprised of phonological rules, syntactic 
rules and semantic rules. In addition, Bartels 
(2009, p. 125) adds to the point by relating to 
the nature of language to the knowledge about 
language. It comprises not only “grammar, 
orthography, and language modes (speaking, 
listening, writing, reading)” but also language 
usage (e.g., semantics and pragmatics) and 
language learning. Besides, John (2002, p. 30) 
points out that “a language is understood as a 
set of sources that are available to language 
users for the symbolization of thought, and for 
the communication of these symbolizations”. 
Finally, while Yule (2014, p. 12) mostly 
agrees on the aforementioned statements, he 
highlights one of the distinguishing or unique 
features of human language as “reflexivity” 
instead of communication. In other words, 
human language can be used to think and talk 
about language itself. For example, one 
barking dog is probably unable to give some 
pieces of advice to another barking dog along 
the lines of “Hey, you should lower your bark 
to make it sound more menacing”; however, 
human beings are apparently able to produce 
reflections on language and its uses (e.g. She 
wishes he wouldn’t use so many linguistic 
terms). In brief, the nature of language is 
comprised mainly of views and characteristics 
which identify the irreplaceable features of 
language, users’ reflexivity. Besides, language 
is a structurally operational system which 
requires humans not only to learn about it but 
also to learn to how to use it appropriately. 
2.1.2. The nature of language attitudes 
Fasold (1984, p. 146) and McKenzie 
(2010, p. 21) define the study of language 
attitudes in two ways, namely “a mentalist (or 
cognitive) view and a behaviorist view”. 
Behaviorists generally find attitude in the 
responses of an individual who makes to 
social circumstances. Hence, it is observable, 
easy to measure/ or study, and externalized by 
actions. However, McKenzie (2010, p. 21) 
states that this approach is criticized as “the 
only dependent variable”; consequently, 
behaviorist view is claimed as the single 
determinant of an individual’s behavior, and 
makes no reference to other background 
factors such as age level, gender, language 
background, etc. As a result, not many 
research works on language attitudes are 
based upon the behaviorist view (Baker, 
1992). 
Mentalists, on the other hand, view 
attitudes as “an internal state aroused by 
stimulation of some type and which may 
mediate the organism’s subsequent response” 
(Williams, 1974 as cited in Fasold, 1984, p. 
146). Accordingly, McKenzie (2010, p. 21) 
points out that attitude in the mentalist view is 
unobservable and hard to measure, but able to 
be inferred from “respondents’ introspection”. 
In addition, McKenzie (2010) and McGroarty 
(1996) further clarify the make-up of the 
mentalist view on attitude through the use of 
the three following components. First, the 
86 Journal of Science Ho Chi Minh City Open University – VOL. 19 (3) 2016 – October/2016 
cognitive component refers to knowledge and 
beliefs of an individual (e.g., a Vietnamese 
person probably believes that high English 
proficiency will help to seize good job 
opportunities). Second, the affective 
component involves emotional responses/ 
feelings/ reactions to the object’s attitude 
(e.g., love of English culture/ people). Last, 
the conative component involves the 
individual’s predisposition to behave or act in 
certain ways (for instance, attending or 
skipping an English class). 
2.2. English in Vietnam and Vietnamese 
identity 
In 1986, there was an enforcement action 
of economic reforms (hereafter referred to as 
Doi Moi) in Vietnam, which has involved the 
growth of English as a tool for multilateral 
international cooperation (Ngan, 2012). The 
status of English has ever since replaced 
several decades of popularity of Russian as a 
foreign language in Vietnam before Doi Moi 
(Shapiro, 1995; Denham, 1992). Further 
before Doi Moi in the beginning decades of 
20
th
 century, Toan (2010) documented that 
when American people visited Vietnam for 
business, their communication had to depend 
on the hierarchy procedure of translation and 
interpretation: from English to French, then to 
Vietnamese and vice versa. However, with the 
global integration and rapid development in 
Vietnam, communication and interaction 
between Vietnamese with English-speaking 
foreigners from various countries, ethnics, and 
cultures grow rapidly (Thinh, 2006, 1999). 
Since language is given prominence in 
the establishment of social identity generally 
(Eastman, 1985), and of ethnic identity 
particularly (Giles & Johnson, 1987), attitudes 
towards a foreign language (here refer to 
English) and a mother tongue (here refer to 
Vietnamese) has merited major consideration 
(Ibarraran, Lasagabaster, & Sierra, 2008). In 
addition, Gudykunst and Schmidt (1987) 
mentions, there is a reciprocal relation 
between language and ethnic identity. More 
specifically, they highlight that language use 
influences the creation of ethnic identity; yet, 
ethnic identity also affects language usages 
and language attitude. 
2.3. The relationship between language 
attitude and language achievement 
Many studies have been conducted to 
discover the relationship between language 
attitudes and language achievement; however, 
not all their findings are similar. These 
conclusions come from the many researchers 
in different countries all over the world, such 
as India and Hong Kong in Asia, Canada and 
Australia in western. There are three main 
tendencies about the relationship between 
language attitude and language achievement. 
A number of linguists and researchers, such as 
Pierson (1987), Gardner & MacIntyre (1991) 
believe that learner’s attitudes affect students’ 
language-learning outcomes. However, 
Burstall (1975); Hermann (1980) and Strong 
(1984) believe that learning outcomes 
influence learners’ attitudes. In addition, 
others believe that there is a reciprocal 
relationship between them. Although this type 
of connection has been and still is a 
controversial issue, the following section of 
this paper aims at stating in detail the 
significant influences between 
positive/negative language attitudes and 
language achievement. 
2.3.1. The influence of positive/negative 
language attitudes on language achievement 
Gardner and Lambert (1972) assert that 
language attitudes are among the personal 
characteristics of learners. These 
characteristics influence and determine 
learner’s progress in mastering a foreign or 
second language. For example, the learners 
with verbal-linguistic intelligence, whose 
language behaviors seems more positive and 
active with words, will love and be talented 
with target languages too. These individuals 
are good at writing stories, memorizing 
information, explaining to others and giving 
persuasive speeches. They enjoy all linguistic 
skills and all issues involved to language in 
general. Obviously, they get an extremely 
 Language attitudes of Vietnamese undergraduates towards English:... 87 
positive attitude towards the language and 
their language achievement is a definite 
answer. 
Pierson (1987) considers attitudes as the 
desires or motivation that impel students’ 
efforts to achieve their proficiency in learning 
a second/foreign language, despite the 
different kinds of motivation. The 
combination of positive attitude and effort 
expenditure might lead to motivation in 
learning language or successful English 
learners. Actually, eight years before 
Pierson’s arguments (1987), Gardner (1979) 
also proposed a similar relationship between 
attitudes, motivation and attainment in a 
schematic representation: 
Figure 1. Schematic representation of the relationship of attitudes to motivation and 
achievement 
It can be seen from the figure that language 
attitudes “make a direct link between the 
cultural milieu and the motivation to acquire a 
second language, and ultimately proficiency in 
that language” (Gardner, 1979, p. 206). 
This relationship between attitude and 
motivation can be further explored and 
interpreted ten years later in Figure 2 
according to Spolsky’ general model of second 
language learning (Spolsky, 1989, p. 28): 
Figure 2. Spolsky’s general model of second language learning 
leads to 
which appears in learners 
as 
all of which explain the use the learners makes of the 
available 
Social context 
Attitudes (of various kinds) 
Motivation 
Personality Capabilities Previous knowledge Age 
Learning opportunities (formal or informal) 
Linguistic and nonlinguistic outcomes for the 
learners 
The interplay between learner and situation 
determining 
which joins with other personal characteristics such 
as 
Attitudes Motivation Achievement 
Linguistic 
Non - linguistic 
88 Journal of Science Ho Chi Minh City Open University – VOL. 19 (3) 2016 – October/2016 
As can be seen from the two figures, 
language achievements/ outcomes are leaded 
by language attitudes which represents in 
learners as motivation. 
Gardner, Lalonde, & Moorcroft (1985) 
investigate the role of attitudinal attributes on 
English learning with 25 new words in the 
target language and participants’ information 
is obtained with a questionnaire. They find 
that language attitude is very important since 
they influence which second language 
material learners will choose to study. Those 
with positive attitude learn faster than who are 
negative because when the students are 
interested in learning material, they study 
seriously and actively, tend to work harder, 
and put more effort on what they want to 
obtain. In contrast, learners with negative 
language attitudes or even just low-positive 
attitudes on language are unable to achieve 
the learning objectives or seem to be 
struggling to do so. 
2.3.2. Significant influences of language 
achievement on language attitudes 
Lukmani (1972) studies the correlation 
between English level and motivation for 
language learning of 60 girls from a high 
school in India. The information is collected 
by both direct and indirect questionnaires, an ... eir 
confidence and providing them with 
interesting learning materials to sustain and 
maintain their intrinsic attitude towards 
English. 
4.2.3 Analysis of general attitudinal statement category 
Table 6 
 Statistics of General Attitudinal Statements 
 N Min Max Mean SD Rank 
B8-Ge1 444 1 5 3.06 1.09 2 
B16-Ge2 444 1 5 3.64 1.09 1 
Valid N 
(listwise) 
444 
These general attitudinal statements in 
this category seek to measure students’ 
confidence in using English. As can be seen 
from the table, students moderately agree 
more on that they are uneasy and unconfident 
in speaking English than they do not feel 
weird when using it. This suggests that 
HCMCOU students are not confident in using 
English. As a teacher, we should know how to 
intermingle more with them for clarifying 
some reasons and encourage them to speak 
out for learning and improving. 
4.2.4 Analysis of ethnic identity category 
Table 7 
Statistics of Ethnic Identity Description 
 N Min Max Mean SD Rank 
B3-Eth1 444 1 5 1.91 0.96 5 
B5-Eth2 444 1 5 1.84 0.89 6 
B10-Eth3 444 1 5 2.91 1.13 1 
B12-Eth4 444 1 5 1.67 1.12 7 
 Language attitudes of Vietnamese undergraduates towards English:... 97 
 N Min Max Mean SD Rank 
B14-Eth5 444 1 5 2.63 1.21 2 
B20-Eth6 444 1 5 2.27 1.02 3 
B21-Eth7 444 1 5 2.12 1.14 4 
Valid N 
(listwise) 
444 
This last category in the second part 
presents seven statements investigating 
students’ ethno- linguistic identity of 
Vietnamese. As can be noted from table 10, 
students generally disagree with all the 
aforementioned items apart from the 
statement about the superior of Vietnamese to 
English, B10-Eth3 for which they are almost 
undecided in showing their consensus (M = 
2.91, SD = 1.13, Rank = 1). They show their 
strongest disagreement on the point they are 
not patriotic if they use English, item B12-
Eth4 with M = 1.67 (SD = 1.12, Rank = 7). 
The responses in this study are quite similar to 
those in Liu & Zhao (2011) except for 
statements that they agree (i) on the superior 
of Chinese to English and (ii) on the 
unpleasant feeling of hearing one Chinese 
speaking to another in English. In contrast, 
Vietnamese are undecided for (i’) the superior 
of English to Vietnamese and (ii’) uneasy 
feeling of hearing Vietnamese conversing in 
English. 
This finding, on the whole, reflects a 
positive awareness of Vietnamese ethno-
linguistics identity that the undergraduates at 
HCMCOU do not agree on the points (a) that 
they will become a foreigner or will be not 
nationalistic if they use English and (b) that 
they are uncertain of making decisions about 
the unpleasant feeling of hearing Vietnamese 
conversing in English. This result is also in 
accordance with the result from Ibarraran, 
Lasagabaster, & Sierra (2008) that students’ 
positive attitudes towards their mother tongue 
are undeniable. 
The result is additionally highlighted and 
supported by the answers to the item C27-O3 
concerning students’ choices of importance of 
good language learning - English or 
Vietnamese, and the reasons. The answers fall 
into 3 main themes, particularly, (1) equal 
importance of learning both English and 
Vietnamese well with the largest percentage 
of 44 % (N = 164) followed by (2) a priority 
of learning good English first with 40 % (N = 
149), and (3) a preference of learning good 
Vietnamese with 16 % (N = 60). For the first 
theme, the high frequency of the reasons are 
(a) that learning only English gradually leads 
to a loss of national identity, (b) that learning 
only Vietnamese certainly results in 
obsolescence. In addition, they highlight (c) 
that it is not a matter of preferring to learn any 
of the two well, but it is a concern of 
appropriate learning and using Vietnamese 
and English to show their integration yet 
insolubility. 
For the second one with 40 percent 
among 373 responses, the high frequency of 
the answers go to the viewpoints (a) that 
Vietnamese should not been laid a learning 
emphasis since it is a mother tongue language, 
and we can use it well without much learning. 
Besides, they assert (b) that being excellent in 
Vietnamese is giftedly reserved for some 
specialists such as poets and linguists. In 
addition, (c) that being competent at English 
helps them with seizing better job 
opportunities, accessing international 
intellectual properties, and developing the 
country. 
For the third one with 16 percent of 373 
answers, these responses’ high frequency lies 
in the points of view (a) that learning good 
Vietnamese first will lay the foundations for 
98 Journal of Science Ho Chi Minh City Open University – VOL. 19 (3) 2016 – October/2016 
learning a second/foreign language well and 
(b) that preserving the purity of Vietnamese 
helps to confirm the national identity. 
Besides, the viewpoint (c) that proficiency in 
Vietnamese language and culture can 
facilitate introducing the distinct Vietnamese 
identity to foreigners more effortlessly. 
In brief, this category visibly reveals a 
picture of patriotic Vietnamese students. 
Using English language is not a danger to 
Vietnamese identity as also found in Liu & 
Zhao (2011); Axler, Yang, & Stevens (1998). 
The finding further recommends that ethnic 
awareness should be intergrated in the the 
language teaching curriculum since the social 
status of a foreign language as English is so 
high in Vietnam and nearly half of the 
research population wish to be successful in 
learn English rather than Vietnamese. 
5. Concluding remarks 
In conclusion, this present study is 
conducted to investigate undergraduates’ 
attitudes towards English with regard to their 
learning motivation and national identity 
formation. The results reveal that HCMCOU 
students hold positive attitude towards 
English and they are extrinsically and 
intrinsically motivated to learn English. They 
show their sense of Vietnamese patriotism in 
preserving linguistic and cultural identity on 
account of nearly 60 per cent of wishing to 
learn Vietnamese well. Concurrently, they 
illustrate their appreciation of English status 
in light of 40 per cent showing their 
preference to learn good English first. 
The findings further suggest (1) that 
instead of forcing students to learn English, 
teachers should encourage their learning with 
a practical, real, and convincing story of 
typical users’ success, (2) that their learning 
materials should be interested and 
unchallenging. In addition, (3) teachers should 
know how to build up their confidence in 
expressing English; and (4) ethnic identity 
component should be included in the teaching 
program. 
In the meantime, the study is conducted 
in the center of Vietnam with the participants 
from the School of Advanced Studies at the 
university. This picture of findings seems 
different if being conducted in different 
groups of students in the normal training, in 
other remote area of Vietnam, in other levels 
of study (secondary or high school, graduate, 
etc.), for example. Hence, further research in 
different settings is called to find out their 
language attitudes towards Vietnamese and 
English in a variety of backgrounds. 
6. Acknowledgement 
This work is conducted with the support 
of academic officers and lecturers from 
School of Advanced Studies at HCMCOU. I 
wish to express my gratefulness to all of them 
and participants in my study 
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