Speaker
Description
Assessment in Vietnamese university EFL departments is increasingly shaped by standardization requirements, yet the ways lecturers work together to interpret, negotiate, and sustain shared assessment practices remain underexplored. Drawing on the Communities of Practice framework, this qualitative study views EFL departments as professional spaces where assessment knowledge is not only applied individually but also developed through collaboration, discussion, and shared experience. The study has two main objectives. First, it seeks to identify the assessment practices that lecturers perceive as collectively owned, including rubric design, moderation procedures, and feedback expectations. Second, it examines how lecturers’ participation in shaping these practices reflects the dimensions of joint enterprise, mutual engagement, and shared repertoire. Data will be collected through semi-structured interviews with 12–15 EFL lecturers from multiple university departments and analyzed thematically in relation to these three dimensions. By focusing on the everyday professional interactions through which assessment norms are formed and maintained, this study contributes to language assessment literacy research from a social and contextual perspective. It also offers practical implications for helping departmental leaders and teacher educators support fairer, more consistent, and more locally responsive assessment practices in Vietnam’s evolving English language education context.
Biography
Duy Thanh Tran finished his master's degree in Principles and Methods of Teaching English in 2022. He is currently working as a lecturer at FPT University, Can Tho Campus. His research interests include professional development, English language teaching, and educational communication, with a particular focus on how teachers collaborate to improve assessment practices and pedagogical innovation. He is passionate about fostering collaborative learning environments and improving educational communication strategies, especially within Vietnamese higher education contexts. Duy is particularly interested in exploring how communities of practice can support teacher learning and sustainable professional development. He actively seeks opportunities to contribute to the English language teaching community through research, conference presentations, and collaborative projects with fellow educators. His ultimate goal is to bridge the gap between theoretical research and classroom practice, ensuring that pedagogical innovations are both contextually appropriate and practically implementable for Vietnamese EFL teachers and learners.
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