VietTESOL International Convention 2026

This research investigates how senior English Language Teaching (ELT) students at a university in Hanoi, Vietnam, view the use of Scenario-Based Assessment (SBA) in cultivating Language Assessment Literacy (LAL) and two 21st-century skills within a Language assessment course. Specifically, the study analyzed how two scenario-based assignments were perceived to influence the development of three key areas: LAL, Collaborative Problem Solving (CPS), and Learning to Learn (LTL) competencies. The study utilized a questionnaire and qualitative interviews based on Duong & Pham (2023) framework for LAL, OECD (2017) framework for CPS, and Cheng et al. (2010) self-directed learning framework. It was found that the students generally had a positive perception about their learning of the different Language assessment competencies and 21st-century skills. Specifically, the scenario-based assignments were favorable for the students in helping them to learn how to distinguish and evaluate assessment methods and instruments. For CPS, the most learned target was Constructing a mutual understanding about the problem, and the most learned LTL target, according to the students, was Connecting new knowledge with personal experience. Meanwhile, the qualitative data from the interviews revealed a wide range of strategies used by the students to acquire the aforementioned competencies, notably group talks, professional self-motivation, and reflective practices. These results establish a case for SBA to be further implemented and researched as a learning-oriented assessment method that can help to develop the different abilities of pre-service English teachers to benefit their professional and personal development.