Đăng nhập
 
Tìm kiếm nâng cao
 
Tên bài báo
Tác giả
Năm xuất bản
Tóm tắt
Lĩnh vực
Phân loại
Số tạp chí
 

Bản tin định kỳ
Báo cáo thường niên
Tạp chí khoa học ĐHCT
Tạp chí tiếng anh ĐHCT
Tạp chí trong nước
Tạp chí quốc tế
Kỷ yếu HN trong nước
Kỷ yếu HN quốc tế
Book chapter
Bài báo - Tạp chí
14 (2024) Trang: 26
Tạp chí: Language Testing in Asia

This qualitative study explored the perspectives of Vietnamese English as a Foreign Language (EFL) teachers on the implementation of competency-based assessment (CBA) within the higher education context. Amidst the global shift towards competency-based education, this research aimed to understand how instructors in Vietnam navigate the challenges and opportunities presented by CBA, focusing on its impact on teaching practices and student learning. The objective of this study was to examine the adaptations and responses of EFL teachers to the implementation of CBA, identifying how these adaptations influence teaching effectiveness and student learning experiences. Employing semi-structured interviews with 10 EFL teachers from two institutions, the study was grounded in constructivist and social constructivist theoretical frameworks, facilitating a nuanced exploration of the participants’ experiences. The findings revealed several key themes: significant challenges in transitioning to CBA, including adapting to new methodologies and a lack of resources; the transformative potential of CBA for enhancing student engagement and learning outcomes; the need for targeted professional development to bridge the gap between theoretical knowledge and practical implementation skills; and the role of CBA in fostering critical thinking, problem-solving skills, student autonomy, and inclusivity. Additionally, the study highlighted the complexities of providing effective, individualized feedback within CBA frameworks. The discussion underscores the importance of these findings in informing the development of more effective competency-based educational strategies and highlights recommendations for enhancing teacher training and assessment design to better support competency development. These insights contribute to the discourse on competency-based language education, suggesting implications for policy, practice, and future research. By highlighting the specific challenges and strategies employed by Vietnamese EFL teachers, this study offers valuable perspectives for instructors, policymakers, and researchers aiming to advance the implementation of competency-based assessment in language education globally.

Các bài báo khác
Vol. 54, No. 2 (2018) Trang: 122-130
Tải về
Số 06 (2017) Trang: 17-22
Tải về
Vol. 12, No 2 (2020) Trang: 25-32
Tải về
Vol. 54, No. 5 (2018) Trang: 30-37
Tải về
Số 05 (2017) Trang: 30-38
Tải về
Số 02 (2016) Trang: 37-45
Tải về
Vol. 11, No. 1 (2019) Trang: 49-59
Tải về
Vol. 11, No. 3 (2019) Trang: 57-64
Tải về
Thao Quoc Tran and Tham My Duong (2024) Trang: 1-20
Tạp chí: Addressing Issues of Learner Diversity in English Language Education
Tran Le Huu Nghia, Ly Thi Tran, Mai Tuyet Ngo (2023) Trang: 97-115
Tạp chí: English Language Education for Graduate Employability in Vietnam
7 (2022) Trang: 145-160
Tạp chí: European Journal of Open Education and E-leaming Studies
8 (2021) Trang: 221-241
Tạp chí: Journal of English Education and Linguistic Studies
4 (2021) Trang: 152-166
Tạp chí: International Journal of Science and Management Studies (IJSMS)
4 (2021) Trang: 177-190
Tạp chí: International Journal of Science and Management Studies (IJSMS)
7 (2020) Trang: 23-32
Tạp chí: RANGSIT JOURNAL OF SOCIAL SCIENCES AND HUMANITIES
1 (2019) Trang: 99-116
Tạp chí: Using Alternative Assessment to Improve EFL Learners’ Learning Achievement: From Theory to Practice
1 (2019) Trang: 81-98
Tạp chí: Using Alternative Assessment to Improve EFL Learners’ Learning Achievement: From Theory to Practice
4(1) (2019) Trang: 1-12
Tạp chí: EduLite Journal of English Education, Literature, and Culture
4(2) (2017) Trang: 1-26
Tạp chí: Journal of English Education and Linguistics Studies
(2018) Trang: 191-202
Tạp chí: The 3rd International TESOL conference – Promoting ELT: Diverse perspectives and new horizons
(2018) Trang: 355-366
Tạp chí: The 6th International Open TESOL Conference 2018 – Language learning and teaching transformation in the post-method era
12 (2) (2017) Trang: 60-72
Tạp chí: PHRANAKHON RAJABHAT RESEARCH JOURNAL (Humanities and Social Sciences)
5 (2017) Trang: 600-612
Tạp chí: Kỷ yếu hội nghị OpenTESOL lần thứ 5 - Innovation and creativity in teaching and learning foreign languages
5 (2017) Trang: 526-538
Tạp chí: Kỷ yếu hội nghị OpenTESOL lần thứ 5 - Innovation and creativity in teaching and learning foreign languages
5 (2017) Trang: 270-285
Tạp chí: Kỷ yếu hội nghị OpenTESOL lần thứ 5 - Innovation and creativity in teaching and learning foreign languages
5 (2017) Trang: 123-139
Tạp chí: Kỷ yếu hội nghị OpenTESOL lần thứ 5 - Innovation and creativity in teaching and learning foreign languages
5 (2017) Trang: 38-52
Tạp chí: Kỷ yếu hội nghị OpenTESOL lần thứ 5 - Innovation and creativity in teaching and learning foreign languages
Volume 7, Issue 3 Ver. IV (May - June 2017) (2017) Trang: 34-39
Tạp chí: IOSR Journal of Research & Method in Education
Volume 7, Issue 3 Ver. III (May - June 2017) (2017) Trang: 81-86
Tạp chí: IOSR Journal of Research & Method in Education
Volume 7, Issue 3 Ver. II (May - June 2017) (2017) Trang: 61-66
Tạp chí: IOSR Journal of Research & Method in Education
Volume 7, Issue 3 Ver. II (May - June 2017) (2017) Trang: 55-60
Tạp chí: IOSR Journal of Research & Method in Education
(2016) Trang: 250 - 267
Tạp chí: ICELT 2016 - Exploring new paths to a better future of ELT in a globalised world - Ho Chi Minh City - Oct. 2016
 


Vietnamese | English






 
 
Vui lòng chờ...