VietTESOL International Convention 2025

This study explores how EFL university lecturers in the Mekong Delta express their assessment identity through classroom feedback practices. Seven lecturers from different universities participated in detailed classroom observations using a comprehensive framework based on Brookhart's (2017) feedback dimensions, including timing, content, tone, student engagement, classroom climate, and teacher-student interactions. The data gathered from observations revealed lecturers' assessment identity through immediate, multimodal feedback approaches—combining verbal encouragement with written corrections in predominantly task-focused interactions. Their feedback demonstrated effective scaffolding abilities and systematic error correction strategies, reflecting an assessment identity centered on active learning facilitation. Positive classroom climates and supportive tones characterized most interactions, suggesting lecturers view encouragement as fundamental to their assessment role. However, significant tensions emerged in identity enactment. While lecturers engaged effectively during pairwork or individual and small group activities, whole-class interactions proved more challenging. Inadequate self-regulatory feedback revealed limitations in promoting student autonomy, despite supportive intentions. Student engagement with feedback varied considerably; more active participation occurred in pairs compared to large group discussions. Students rarely received opportunities to practice corrected language forms, representing a disconnect between corrective feedback and learning reinforcement. The findings suggest training for teachers should address how lecturers can integrate self-regulatory feedback approaches while maintaining their supportive assessment identity, ultimately bridging the gap between corrective and developmental feedback practices.
Keywords: assessment identity, EFL university lecturers, classroom feedback, formative assessment, classroom observation.