Speaker
Description
Previous researchers have highlighted insufficient understanding of writing assessment among EFL teachers in different countries. In Vietnam, however, there remains an insignificant number of studies on this area, particularly those focusing on pre-service teachers. Even fewer have explored how Language Assessment courses within Second Language Teacher Education programs affect the development of writing assessment literacy among this group. To address these gaps, this study examined the writing assessment literacy of Vietnamese EFL pre-service teachers after completing a Language Assessment course and investigated the course’s impact on their literacy development. A mixed-methods design was adopted, combining a questionnaire - adapted from Lam’s (2019) Writing Assessment Literacy framework - administered to 106 pre-service teachers, and semi-structured interviews conducted with 12 participants. Findings revealed that participants had a relatively strong grasp of various aspects of writing assessment, with greater confidence in teacher-centered approaches than in learner-centered ones. Notably, although alternative assessments have been officially integrated into Vietnam’s educational curriculum, many participants were hesitant to implement them in practice due to time constraints, unfamiliarity with these methods, and their misalignment with standardized tests. Regarding the Language Assessment course, lecturers, classroom activities, and assignments were reported as key contributors to participants’ literacy development. Suggestions for improvement included the addition of more writing assessment sample analyses and a greater focus on practical application. The study concluded with practical implications for pre-service teachers, teacher educators, curriculum designers, and future researchers seeking to support the development of writing assessment literacy in EFL contexts.
Biography
My name is Nguyen Le Thao Ngoc, and I am currently a fourth-year student majoring in English Language Teacher Education at the University of Languages and International Studies - Vietnam National University, Hanoi. I have three years of experience teaching English in both public and private institutions, in Vietnam and Thailand, working with learners of various age groups.
My research interests mainly focus on writing assessment, particularly teachers’ conceptions and practices in assessing writing. Recognizing the important role of teachers as assessors in teaching writing, I am interested in exploring how pre-service teachers understand and apply writing assessment in their teaching. While most studies tend to focus on in-service teachers, I believe pre-service teachers also deserve attention, as they are often engaged in teaching even before graduation. Through this research, I hope to contribute to a deeper understanding of how writing assessment literacy can be built and supported among pre-service teachers from the initial stages of teacher education.
In the future, I seek to undertake more in-depth research on specific writing assessment practices, with a particular focus on alternative assessments - an area that has gained growing attention in recent years. More specifically, I aspire to explore how approaches such as writing portfolios and writing conferences influence certain aspects of student writing, including idea generation, reflective thinking, and revision strategies.
