Teachers' beliefs and practices regarding assessment in English as a Foreign Language classrooms in Vietnam

Van Xuan Ha, Nam Giang Tran, Ngoc Hai Tran

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Abstract

Task-based language teaching (TBLT) has generated worldwide popularity as a curriculum innovation, and extensive research has investigated various aspects of the approach. However, little is known about the implementation of classroom assessment in TBLT curricula. This study investigated high school English as a foreign language teachers’ beliefs and practices regarding assessment in a curriculum innovation context in Vietnam. Data comprised in-depth interviews with six teachers, as well as testing documents. The findings revealed a strong impact of the high-stakes exams on teachers’ testing beliefs in that they focused explicitly on linguistic items in the assessed content and forms of assessment. These beliefs were accurately reflected in their testing practices. However, both the teachers’ beliefs and practices were contradictory to teaching principles and the expectations of the intended curriculum. These findings suggest that in-service teacher professional development programs are necessary for innovations like TBLT to have a real change in the classroom.</jats:p>
Original languageEnglish
Article number8
Pages (from-to)3457-3475
Number of pages19
JournalThe Qualitative Report
Volume26
Issue number11
DOIs
Publication statusPublished - 6 Nov 2021
Externally publishedYes

Keywords

  • assessment
  • classroom practices
  • curriculum innovation
  • task-based language teaching
  • teacher beliefs

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