Speakers
Description
This study explored pre-service English teachers’ perceptions of digital assessment during their training period, focusing on its effectiveness, feasibility, and relevance in their teaching and learning context. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) framework, the study investigated how these future educators view the factors shaping their engagement with digital assessment. Using a purposive sampling technique, 85 English language teacher education students at a northern Vietnamese university were selected to participate. Data were collected through a 25-item questionnaire and semi-structured interviews with eight participants, analyzed using descriptive statistics and thematic analysis. The findings reveal that five key factors, performance expectancy, effort expectancy, social influence, facilitating conditions, and behavioral intentions, shape their perceptions of digital assessment. Facilitating conditions emerged as the most influential factor, while performance expectancy had the least impact. The participants viewed digital assessment as beneficial, especially for improving student engagement and instructional efficiency, but raised concerns about data privacy, technical reliability, and academic dishonesty. These findings underscore the need for comprehensive digital infrastructure, targeted training programs, and real-world practice opportunities in teacher education to support pre-service teachers’ effective use of digital assessment in future classrooms.
Keywords: Digital Assessment, Pre-service Teachers, English Language Education, UTAUT Framework
Biography
NGUYEN, Ngoc Minh Chau is currently a fourth-year student at Hung Vuong University, Phu Tho, Vietnam. In addition to her studies, she is actively engaged in teaching English to students in Phu Tho. Her research interests include Language Assessment, English Teaching Methodology, and Professional Development.
