Vietnamese university EFL teachers’ practices and literacy in classroom assessment: A sociocultural perspective

Le, Hoang D.; Thuy, Nga Nguyen; Tian, Wenwen

doi:10.1016/j.system.2023.103066

Cited by 10 publications

(3 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The second goal was to learn more about how CMC educators facilitate their students’ learning. Thus, we employed this theory in the second phase of our inquiry into various ways to determine the sociocultural features and the significance of these aspects in terms of the relationship between students and teachers in conventional classroom settings as opposed to online classes ( Tian et al, 2023 ).…”

Section: Discussionmentioning

confidence: 99%

The implications of internet-based Chinese language courses on online classes

Khan,

Zhuang

2024

Front. Psychol.

View full text Add to dashboard Cite

Interactionist and social-cultural perspectives on second language acquisition suggest that interactions between teachers and students offer promising avenues for acquiring Chinese as a second language, which the vast majority of international students consider difficult. Computer-mediated communication is far safer than face-to-face encounters during the present pandemic. Three aims are being investigated here. It is important to first analyze the differences between traditional classroom and online learning by different modes, then analyze the various ways teachers use computer-mediated communication, and finally analyze the challenges and opportunities presented by online Chinese as a second language courses using qualitative research methods. Three teachers and 84 students are analyzed statistically in terms of their multimodal interactions, and the quality of their weekly classroom exchanges is assessed through an interpretive analysis of questionnaire data, all in the name of a mixed-methods approach. Particular attention was paid to the challenges of online tutoring for students, the discrepancy between instructor and student understandings, and the use of several teaching strategies with international students. The online classroom environment places unique demands on the quality of student-teacher communication. Different strategies must be used when teaching non-native speakers of Chinese as a second language compared to teaching in a traditional classroom setting.

show abstract

Section: Discussionmentioning

confidence: 99%

The implications of internet-based Chinese language courses on online classes

Khan,

Zhuang

2024

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…According to Vu (2021), teachers and administrators usually use oral interviews as the assessment method to evaluate EFL students' progress in the language. Such exams have been praised for their interactivity and authenticity, but they have also been criticized for their subjective grading, ineffective administration, and lack of replay capability (Tian et al, 2023). Besides, for non-English major students, most universities designed summative assessments to check students' grammar and sentence structure but did not assess students' writing, speaking, or listening abilities (Huang & Hung, 2010).…”

Section: Introductionmentioning

confidence: 99%

Implementing E-portfolios in English Speaking Assessment: Vietnamese Students’ Perspectives

Ngo,

Luu

2023

acoj

View full text Add to dashboard Cite

English speaking is an essential skill that university students need to develop, particularly those studying in non-native English-speaking countries. However, research has shown that traditional assessment methods such as standardized tests and oral exams may not always accurately capture students' speaking ability, which highlights the need for alternative assessment methods that can better evaluate students' language proficiency. E-portfolio assessment is one such alternative that has emerged as a promising method. Therefore, this study seeks to explore the perspectives of 268 Vietnamese university students on the use of e-portfolios for English-speaking assessment through a survey questionnaire. The findings reveal students’ positive attitudes towards the application of e-portfolios in speaking assessment in terms of washback and self-regulated learning. The study also delves deeper into the potential of e-portfolio assessment for English-speaking proficiency in Vietnamese higher education. It hopes to contribute to pedagogical implications to improve the efficacy of teaching and learning English speaking in Vietnamese higher education with regard to the use of e-portfolios.

show abstract

“…This decision resonates with the national and regional efforts to address the observed gaps in student performance. In this transition, understanding how teachers implement assessments tailored to measure learning outcomes is of critical importance (Tian et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Assessment Strategies in Outcome-Based Education: Preferences and Practices Among University Lecturers in Vietnam

Hoang Yen,

Anh Thi,

Thao

et al. 2023

IJLTER

View full text Add to dashboard Cite

Amidst the diverse landscape of modern educational methodologies, outcome-based education (OBE) has gained prominence as an effective approach to teaching and learning. Originating from the desire to produce specific and measurable outcomes for learners, OBE focuses on what students should know and be able to do by the end of their educational experience. Motivated by the need to delve deeper into the implementation of OBE, particularly regarding assessment preferences, this study aims to explore the types of assessments preferred by university lecturers for implementing OBE in Vietnam. Building on the existing gap in literature that emphasizes the intricacies of OBE assessment choices, utilizing qualitative research methods, in-depth interviews were conducted with 15 university lecturers from various disciplines. To analyze the gathered data, a thematic analysis approach was employed. The findings reveal a strong preference for formative assessments, aligning with educational theories such as Constructivism, Assessment for Learning (AfL), and the Cultural-Historical Activity Theory (CHAT). The study also highlights the growing adoption of project-based assessments, rubrics, and reflective practices as effective means of evaluating student outcomes. Contrary to prevailing trends, a subset of participants also advocated for well-designed standardized tests, providing a nuanced understanding of their role in OBE. Implications point to a significant shift in assessment culture within Vietnam’s higher education sector, with broader ramifications for educational policy and practice. Limitations and recommendations for further research are also discussed.

show abstract

Vietnamese university EFL teachers’ practices and literacy in classroom assessment: A sociocultural perspective

Cited by 10 publications

References 27 publications

The implications of internet-based Chinese language courses on online classes

The implications of internet-based Chinese language courses on online classes

Implementing E-portfolios in English Speaking Assessment: Vietnamese Students’ Perspectives

Assessment Strategies in Outcome-Based Education: Preferences and Practices Among University Lecturers in Vietnam

Contact Info

Product

Resources

About