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Description
Abstract: This study explores EFL students’ perceptions of exam-oriented learning at Bac Lieu University, using Bloom’s Taxonomy encompassing cognitive, affective, and psychomotor domains as a framework. Employing a mixed-methods approach, quantitative data were collected from 150 non-English majors enrolled in modules of General English via a structured questionnaire, while qualitative insights were gathered through semi-structured interviews with 15 selected participants. The findings indicate that exam-oriented learning supports lower-order cognitive development, particularly grammar knowledge and vocabulary retention; however, it also encourages reliance on rote memorization rather than critical thinking. In the affective domain, participants reported high levels of pressure and anxiety, though exams served as a motivator for serious study. Regarding the psychomotor domain, exam-focused practices offer limited opportunities for communicative tasks, thereby reducing students' confidence in real-life interaction. The study concludes that while exam-oriented learning aids academic performance, it fails to foster holistic language development. Consequently, more balanced and communicative assessment approaches are recommended.
Keywords: exam-oriented learning, EFL students, Bloom’s Taxonomy, cognitive domain, affective domain, psychomotor domain.
Biography
VO THI NGOC HUYEN, holding an MA in English Linguistics, is a lecturer with over 12 years of experience teaching both English majors and non-English majors at Bac Lieu University. She has achieved the C1 Level of the Vietnamese Six-Level Foreign Language Proficiency Framework. She plays a pivotal role in the faculty, primarily specializing in the teaching of Language Testing and Assessment for English majors as well as General English courses for non-English majors. Her research interests include various areas of English linguistics, language assessment, learner psychology, and the application of Bloom’s Taxonomy in EFL contexts. Currently, she is investigating the "washback effect" of exam-oriented education, specifically how high-stakes testing influences the communicative competence of non-English majors at her university. As a dedicated researcher and educator, her ultimate goal is to bridge the gap between classroom assessment and authentic, real-life interaction, advocating for pedagogical models that prepare students for successful social and professional communication in a globalized context. She can be contacted at vtnhuyen@blu.edu.vn.
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