Speakers
Description
Conducting collaborative research is a common professional development practice among university lecturers whose jobs often involve knowledgeability and transmission of knowledge. It is such a familiar process that collaboration among lecturers, who are typically colleagues, is often overlooked and presumed to occur seamlessly. This study therefore presents a narrative inquiry in which a team of university lecturers recounts their experience in a group project on designing scenario-based assessment for academic English proficiency. Data were collected from multiple resources, including the group’s meeting minutes (written reports and Zoom recordings), group chat transcripts and the retrospective interviews with the group members. A social emotional learning (SEL) framework, specifically SEL by CASEL (2003) which centers five components of self-awareness, social awareness, self-management, responsible decision-making and relationship management is used to semi-construct the interviews and interpret the data. The findings reveal that the collaboration was beyond a smooth process. Particularly, this collaborative process had a complex influence on the five dimensions of SEL, manifesting in both supportive and challenging ways. In term of self-awareness, for example, a sense of being empowered, challenging the professional boundaries when first designing scenario-based assessment provoked both excitement and motivation. At the same time, first time embedding technology in summative assessment, designing assessment scenarios created frustration and uncertainty. The findings suggested that the routine nature of collaborative research should not be taken for granted. It underscores the need for institutional support to foster lecturers’ SEL competencies, which are essential for enabling more productive and sustainable collaborative research practices.
Key words: SEL, scenario-based assessment, collaborative research
Biography
Dr. Duong Thu Mai works mainly with the University of Languages and International Studies at Vietnam National University in a range of roles. She lectures in a wide variety of English-related subjects including English language skills, English teaching pedagogy, and language assessment. She has extensive experience in developing language courses and in coordinating and teaching in language assessment courses. Dr Duong has had major project responsibility in a range of university and national-scale research projects in Vietnam.
Pham Thi Thu Ha (M.Ed) is a lecturer of Faculty of English Language Teacher Education, University of Languages and International Studies – Vietnam National University. She obtained her Master of Education from University of Leuven, Belgium, thanks to the Belgian government’s scholarship. She also attained an advanced master degree on “Culture and Development Studies” from University of Leuven, thanks to Roger Dillemans Fund Scholarship. Her research interests are language assessment, teaching English as an international language (EIL) and English language teacher education.
Dang Thi Phuong (M.A.) is a lecturer at the University of Languages and International Studies, Vietnam National University. Her current research interests include language testing and assessment, teacher training and professional development, critical thinking, and the integration of technology in English language education.
