Practical Value and Emotional Pressure in IELTS One Skill Retake Washback among Vietnamese Candidates

Quoc Khanh Nguyen

doi:10.21580/vjv15i233171

Authors

Quoc Khanh Nguyen The University of Da Nang, Da Nang, Viet Nam

DOI:

https://doi.org/10.21580/vjv15i233171

Keywords:

IELTS One Skill Retake, IELTS washback, perceived usefulness, retake intention, self-regulated learning, test anxiety, Vietnamese IELTS candidates

Abstract

IELTS One Skill Retake allows eligible candidates to retake one skill instead of repeating the full four-skill test. The study examined perceived usefulness, test anxiety, skill-specific self-regulated learning, and retake intention among 277 Vietnamese IELTS candidates at a private language center in Ho Chi Minh City. The study collected data through a structured questionnaire. The study analyzed the data using descriptive statistics, reliability analysis, exploratory factor analysis, Pearson correlation, multiple regression, and an independent-samples t-test. The results showed moderately positive perceptions of usefulness and retake intention. Retake intention was positively correlated with perceived usefulness, test anxiety, and skill-specific self-regulated learning. Multiple regression indicated that perceived usefulness and test anxiety significantly predicted retake intention, while skill-specific self-regulated learning was not significant when the other variables were included. The findings suggest that IELTS One Skill Retake can be conceptualized as a retake-related washback factor shaped by candidates' practical evaluation and emotional pressure. The findings imply that teachers and test centers should provide accurate guidance to support informed retake planning.

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