Đang chuẩn bị liên kết để tải về tài liệu:
An investigation into EFL teachers’ perceptions of in-class english speaking assessment

The findings revealed that the teachers’ perceptions of in-class English speaking assessment in terms of three investigated aspects were generally appropriate. Nonetheless, the teachers showed their limited knowledge about oral portfolios as a speaking assessment type; they also articulated their need for more instruction on how to implement self-assessment as a type of English speaking assessment. | AN INVESTIGATION INTO EFL TEACHERS’ PERCEPTIONS OF IN-CLASS ENGLISH SPEAKING ASSESSMENT Nguyen Ho Hoang Thuy1,*, Tran Thi Thanh Nga2 University of Foreign Languages, Hue University, 1 57 Nguyen Khoa Chiem, An Cuu, Hue, Vietnam Huong Hoa Upper-secondary School, Huong Hoa, Quang Tri, Vietnam 2 Received 25 January 2018 Revised 11 March 2018; Accepted 30 March 2018 Abstract: The study was conducted to explore EFL teachers’ perceptions of in-class English speaking assessment. The constructs of teachers’ perceptions investigated in the current research included their general understanding of speaking assessment, the task types of in-class speaking assessment, and the teachers’ work involved in the assessment implementation. Questionnaire and interview were employed as data collection instruments of the study. Forty-two EFL teachers at different high schools in Quang Tri, Vietnam responded to the questionnaire and then five of them participated in the subsequent interview sessions. The findings revealed that the teachers’ perceptions of in-class English speaking assessment in terms of three investigated aspects were generally appropriate. Nonetheless, the teachers showed their limited knowledge about oral portfolios as a speaking assessment type; they also articulated their need for more instruction on how to implement self-assessment as a type of English speaking assessment. Keywords: teachers’ perceptions, speaking assessment, assessment task type 1. Introduction Along with the implementation of the English pilot program, it is required by the Vietnam Ministry of Education and Training (MOET) that English testing and assessment be comprehensively conducted in terms of four skills, namely reading, writing, speaking and listening (Dispatch No 5333/ BGDĐT-GDTrH) so that students, upon their completion of high school education, will have achieved level three of the Foreign Language Proficiency Framework for Vietnam, which is equivalent to B1 level in the Common .