Speakers
Description
In the context of deep international integration today, English has become an indispensable communication tool. Especially in educational settings, assessing students' English proficiency is of great importance. Objective multiple-choice testing is currently widely used to evaluate English language proficiency. This form of assessment is particularly common in English teaching at the upper secondary level. With its advantages of objectivity, time efficiency, and the ability to assess a large number of students, this method has significantly contributed to improving the quality of teaching and learning.
However, alongside its strengths, objective multiple-choice testing also has limitations, such as the inability to comprehensively assess students’ abilities, the ease of guessing answers, and the risk of promoting rote learning. To overcome these shortcomings, it is essential to design test items in a scientific and pedagogically sound way, and to combine this method with other forms of assessment, such as writing and speaking tasks.
According to McCoubrie (2004), improving the fairness of multiple-choice questions is crucial to ensuring they accurately measure students’ abilities. Moreover, studies by Abreu (2018) and Altowaim (2015) show that, in some cases, multiple-choice testing can encourage students to adopt a surface-learning approach, which may result in a lack of deep understanding. Therefore, the application of blended assessment methods—such as incorporating essay questions and group discussions—can help provide a more comprehensive evaluation of students' proficiency (Dinh Minh Thu, 2019; Ho Sy Anh, 2013).
The study entitled “An evaluation of the structure and design of multiple-choice English tests” aims to assess the structure and item design of English multiple-choice tests, while offering suggestions to further improve this form of assessment.
Biography
I am a second-year student majoring in English Language Teaching and simultaneously pursuing a second degree in Information Technology. The major reason for this dual degree is my deep passion for education and my belief that technology holds transformative potential in the classroom. I want to discover how digital tools can be meaningfully applied to English teaching to create more engaging, inclusive, and effective learning experiences.
My commitment to learning led me to earn the prestigious U.S. Department of State’s Global UGRAD scholarship, which allowed me to experience the educational environment in the United States. This life-changing opportunity broadened my academic outlook and strengthened my aspiration to become an innovative English teacher who embraces both pedagogical and technological advancements.
I was honoured to be recognised as the top student in my major and to receive the Five-Good Student award awarded by Ho Chi Minh City University of Technology and Education, which is testaments to my dedication to academic excellence and personal growth. I am also passionate about research, as I believe it is essential for any educator who wishes to stay relevant and effective in a rapidly evolving world. With this mindset, I am determined to contribute to the future of English language education through both theory and practice.
