This qualitative study investigates the key challenges faced by university lecturers in implementing outcome-based assessments (OBA) in higher education institutions in Vietnam, a country currently undergoing significant educational transformation. Utilizing a qualitative research design, the study conducted semi-structured interviews with 15 lecturers from diverse academic fields in a institution. The data were thematically coded and interpreted through the lenses of Constructivism, Institutional Theory, and Diffusion of Innovations Theory. Nine major challenges emerged from the findings, including pedagogical hurdles, lack of training and resources, institutional constraints, and technological limitations. These challenges are contextualized within the existing theoretical frameworks and related literature. The study offers critical insights that are deeply rooted in cultural, institutional, and structural variables. These findings are pertinent for educators, administrators, and policymakers in Vietnam and potentially for those in similar educational settings, and they hold broader implications for professional development, institutional policies, technological infrastructure, and cultural shifts within the educational landscape.
Yen, P.H., Phuong, L.T.B., Quyen, V.P. and Ngoc, L.B., 2018. English lecturers’ perceptions and practices of research engagement: The case of Can Tho University. Can Tho University Journal of Science. 54(2): 122-130.
Yen, P.H., Quyen, V.P., Phuong, L.T.B., Ngoc, L.B., 2017. Factors inhibiting teachers from research engagement: A review. Can Tho University Journal of Science. Vol 6: 17-22.
Yen, P.H. and Hien, H.V., 2020. Employability attributes of interpretation and translation students in Vietnam. Can Tho University Journal of Science. 12(2): 25-32.
Yen, P.H., Huyen, H.C.M. and Quan, N.H., 2018. English-as-a-medium-of-instruction students’ evaluation of an English foundation program at a university in Vietnam. Can Tho University Journal of Science. 54(5): 30-37.
Yen, P. H., 2017. Task-based language teaching and its impact on Vietnamese students’ use of self-regulated learning strategies in a writing classroom. Can Tho University Journal of Science. Vol 5: 30-38.
Phương Hoàng Yến, 2016. Challenges of shifting to task-based language teaching: A story from a Vietnamese teacher. Tạp chí Khoa học Trường Đại học Cần Thơ. 02: 37-45
Yen, P.H., Hien, T.M. and Quyen, V.P., 2019. A review of factors influencing learners’ gain of English proficiency. Can Tho University Journal of Science. 11(1): 49-59.
Yen, P.H., Hien, H.M. and Huyen, H.C.M., 2019. Students’ perceptions of a blended learning environment for English training at a university in Vietnam. Can Tho University Journal of Science. 11(3): 57-64.
Tạp chí khoa học Trường Đại học Cần Thơ
Lầu 4, Nhà Điều Hành, Khu II, đường 3/2, P. Xuân Khánh, Q. Ninh Kiều, TP. Cần Thơ
Điện thoại: (0292) 3 872 157; Email: tapchidhct@ctu.edu.vn
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