Speaker
Description
Assessment practice in Foreign Language Classrooms has been a common concern of educators in particular educational settings. This study explores influential factors associated with learning process-oriented assessment in foreign language (FL) classrooms at the higher education level. A mixed research design (qualitavie and quantitative research methods) was employed, involving 58 English-major students at a university in Hanoi. The findings indicate that multiple factors significantly influence student motivation and academic performance under learning process-oriented assessment. These include both internal and external factors such as self-perception, assessment criteria, task division, feedback mechanisms, academic integrity, learner autonomy, learning goals, learning styles, and technological integration. Among the intrinsic factors, students' self-awareness emerged as the most influential in stimulating engagement and learning. Compared to outcome-based assessment, students exposed to process-oriented assessment demonstrated more positive attitudes and noticeable improvements in academic performance. Based on these findings, several recommendations are proposed to improve the quality of learning and assessment practices in higher education.
Biography
Hoa, Dinh Thi Phuong holds a PhD. in Educational Assessment and Evaluation, VietNam National University, Hanoi; M.A. in TESOL, Victoria University, Australia; BA. in English Language and Linguistics and BA. in Chinese Education, University of Languages and International Studies, VietNam National University, Hanoi; BA in Law, Hanoi Law University. She is Dean of Faculty of Legal Foreign Languages at Hanoi Law University, Viet Nam. She has taught applied linguistics in the context of English studies for twenty years and language assessment/legal English for over six years. Her research and teacher training interests combine TESOL, educational assessment, and evaluation. She has published more than thirty articles on English language teaching and learning, washback in language testing, including “The Washback Effect of the Vietnam Six-Levels of Foreign Language Proficiency Framework (KNLNNVN): The Case of the English Proficiency Graduation Benchmark in Vietnam. In B. Lanteigne, C. Coombe, & J. D. Brown (Eds.), Challenges in Language Testing Around the World: Insights for Language Test Users (pp. 99-126). DOI: 10.1007/978-981-33-4232-3, published by Springer Nature, Released: Feb 2021
