Vietnamese EFL Teachers’ Classroom Assessment Practice at the Implementation of the Pilot Primary Curriculum

Pham Thi Nguyen Ai; Nguyen Vu Quynh Nhu; Nguyen Ho Hoang Thuy

doi:doi:10.11648/j.ijll.20190704.15

| Peer-Reviewed

Vietnamese EFL Teachers’ Classroom Assessment Practice at the Implementation of the Pilot Primary Curriculum

Pham Thi Nguyen Ai, Nguyen Vu Quynh Nhu, Nguyen Ho Hoang Thuy

Published in International Journal of Language and Linguistics (Volume 7, Issue 4)

Received: 7 May 2019 Accepted: 27 June 2019 Published: 23 July 2019

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

With the launch of the National Foreign Language 2020 Project, the Vietnamese Ministry of Education and Training (MOET) has introduced a pilot English curriculum for the primary educational level, which aims to help primary school pupils achieve level A1 in the Common European Framework of Reference for Languages (CEFR). The implementation of the new curriculum requires major change in teaching methodology, teaching materials and classroom assessment. A new textbook series has also been developed in alignment with the pilot curriculum. Methodology training workshops have been provided so as to facilitate the process of implementing the new curriculum and textbooks. Classroom assessment training curriculum developed in accordance with the pilot curriculum has been delivered to key primary English language teachers. This study reports our investigation into changes teachers have made in their assessment practice on the implementation of the pilot primary English language curriculum. The research involves 67 teachers of primary schools implementing the new curriculum. Data are collected by means of teachers’ in-depth interview and assessment samples. The findings have shown that the investigated teachers have made effort to change their assessment practice so as to facilitate the new curriculum. However, there are still a number of contextual and perceptual factors interfering with the process of changing the assessment practice.

Published in	International Journal of Language and Linguistics (Volume 7, Issue 4)
DOI	10.11648/j.ijll.20190704.15
Page(s)	172-177
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Primary, English, Assessment, Perception, Curriculum

References

[1]	Hasselgreen, A. Assessing the language of young learners. Language Testing. Vol. 22, No. 3, 2005, pp. 337-354.
[2]	McKay, P. Do standards have something to answer for? A pedagogic response to standards. Plenary Address. TESOL Arabia. Dubai. March, 2004.
[3]	McKay, P. Assessing young language learners. Cambridge: Cambridge University Press, 2006.
[4]	Menken, K., Hudson, T., & Leung, C. Language assessment in standards-based education reform. TESOL Quarterly, Vol. 11, No. 3, 2014, pp. 586-614.
[5]	Yang, T. Factors affecting EFL teachers’ classroom assessment practices with young language learners. Unpublished Doctoral thesis. The University of Iowa, USA, 2007.
[6]	Brown, G. T. L. Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education. Vol. 11, No. 3, 2004, pp. 301-318.
[7]	Dunn, K., Strafford, E., & Marston, C. Classroom assessment practices in English and mathematics at year 5, 7 and 9. Unpublished BA thesis. Wellington, New Zealand, 2003.
[8]	Al-Nouh, N. A., Taqi, H. A., & Abdul-Kareem, M. M. EFL primary school teachers’ attitudes, knowledge and skills in alternative assessment. International Education Studies. Vol. 7, No. 5, 2014, pp. 68-84. doi: 10.5539/ies.v7n5p68.
[9]	MOET. Primary English-as-an-elective-subject curriculum – Issued together with Decision No. 50/2003/BGDDT by the Minister of MOET, dated 30 October, 2003. Hanoi.
[10]	Moon, J. The teacher factor in early foreign language learning programme: The case of Vietnam. In M. Nikolov (Ed.), The age factor and early language learning (pp. 311-336). Berlin: Mouton de Gruyter, 2009.
[11]	MOET. Decision No. 1400/QD-TTg Approval of the Project “Teaching and learning foreign languages in the national educational system for the 2008-2020 period”. Hanoi, 2008.
[12]	MOET. Circular No. 32/BGDDT-TT Regulations of assessment and ranking for primary school students. Hanoi, 2009.
[13]	MOET. Decision No. 3321/QD-BGDDT-Ref: Launching pilot primary English language curriculum. Hanoi, 2010.
[14]	Hoang, V. V., Phan, H., Do, T. N. H., Dao, N. L., Truong, T. N. M., & Nguyen, Q. T. English for grade 3, 4, 5. Hanoi: Education Publishing House, 2010, 2011, 2012.
[15]	MOET. Dispatch No. 9747/BGDDT-GDTH-Ref: Guidance on end-of-1st-semester testing and assessment of English for grade 3 and grade 4 – academic year 2011-2012. Hanoi, 2011.
[16]	MOET. Dispatch No. 1237/BGDDT-GDTH-Ref: Reviewing and evaluating the implementation of the pilot primary English curriculum and the implementation of large-scale English language instruction at primary level. Hanoi, 2012.
[17]	MOET. Dispatch No. 3032/BGDDT-GDTH-Ref: Guidance on end-of-academic-year testing and assessment of English for grade 3, 4 and 5 – academic year 2012-2013. Hanoi, 2013.
[18]	MOET. Dispatch No. 5478/BGDDT-GDTH-Ref: Guidance on primary education for the academic year 2013-2014. Hanoi, 2013.
[19]	Moon, J. Investigating the teaching of English at primary level in Vietnam: A summary report. Paper presented at the conference on the Teaching English Language at Primary Level. Hanoi, 2005.
[20]	Ha, V. S. Is grade 3 too early to teach EFL in Vietnam? In M. L. McCloskey, J. Orr & M. Dolitsky (Eds.) Teaching English as a foreign language in primary school (pp. 111-122). Illinois, USA: TESOL Inc, 2006.
[21]	Nguyen, T. M. H., & Nguyen, Q. T. Teaching English in primary schools in Vietnam: An overview. Current Issues in Language Planning. Vol. 8, No. 1, 2007, pp. 162-173.
[22]	Pham, T. H. N. Obstacles to primary school teachers’ implementation of methodological innovations to teach English to young learners. Hue University Journal of Science. Vol. 80, No. 2, 2013, pp. 35-46.
[23]	Nguyen, H. T. A. Pilot intensive programme in Ho Chi Minh city: A programme that meets the needs of society. In L. Grassick (Ed.), Primary innovations regional seminar: A collection of papers (pp. 113-116). Hanoi: British Council Vietnam, 2007.
[24]	MOET Report. Project 2020 Report. Proceeding of National Conference on the Effect of In-service EFL Teacher Training (pp. 1-10). Quy Nhon, Vietnam, November, 2013.
[25]	Pham, T. H. N. General English proficiency or English for teaching? The preferences of in-service teachers. RELC Journal. Vol. 49, No. 3, 2018, pp. 339-352.
[26]	Le, V. C. A historical review of English language education in Vietnam. In Y. H. Choi & B. Spolsky (Eds.), English education in Asia: History and policies (pp. 1013-1034). Seoul: Asia TEFL, 2002.
[27]	Nguyen, T. M. H. Primary English language education policy in Vietnam: Insights from implementation. Current Issues in Language Planning. Vol. 12, No. 2, 2011. doi: 10.1080/14664208.2011.597048.
[28]	Shohamy, E. Language tests as language policy tools. Assessment in Education: Principles, Policy and Practice. Vol. 14, No. 1, 2007, pp. 117-130.
[29]	Shohamy, E. Language policy and language assessment: The relationship. Current Issues in Language Planning. Vol. 9, No. 3, 2008, pp. 363-373.
[30]	Shohamy, E. The power of tests: A critical perspective on the uses of language tests. Harlow, UK: Pearson Education, 2001.
[31]	Kennedy, K., Chan, J. K. S., Yu, W. M., & Fok, P. K. Assessment for productive learning: Forms of assessment and their potential for enhancing learning. Paper presented at the 32^nd Annual Conference of the International Association for Educational Assessment, May 21-26, Singapore, 2006.
[32]	Gipps, C. Round table on school-based assessment: Discussant presentation. Paper presented at the International Association for Educational Assessment (IAEA) Annual Conference, September 1-6, Hong Kong, 2002.
[33]	Webb, M. E., & Jones, J. Exploring tensions in developing assessment for learning. Assessment in Education: Principles, Policy & Practice. Vol. 16, No. 2, 2009, pp. 165-184.
[34]	Baldauf, R. B., Kaplan, R. B., Kamwangamalu, Nk., & Bryant, P. Success or failure of primary second/foreign language programmes in Asia: What do the data tell us? Current Issues in Language Planning. Vol. 12, No. 2, 2011, pp. 309-323.
[35]	Kaplan, R. B., & Baldauf, R. B. Language-in-education policy and planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 1013-1034). Mahwah, NJ: Lawrence Erlbaum Associates, 2005.

Cite This Article

Plain Text BibTeX RIS

APA Style

Pham Thi Nguyen Ai, Nguyen Vu Quynh Nhu, Nguyen Ho Hoang Thuy. (2019). Vietnamese EFL Teachers’ Classroom Assessment Practice at the Implementation of the Pilot Primary Curriculum. International Journal of Language and Linguistics, 7(4), 172-177. https://doi.org/10.11648/j.ijll.20190704.15

Copy | Download

ACS Style

Pham Thi Nguyen Ai; Nguyen Vu Quynh Nhu; Nguyen Ho Hoang Thuy. Vietnamese EFL Teachers’ Classroom Assessment Practice at the Implementation of the Pilot Primary Curriculum. Int. J. Lang. Linguist. 2019, 7(4), 172-177. doi: 10.11648/j.ijll.20190704.15

Copy | Download

AMA Style

Pham Thi Nguyen Ai, Nguyen Vu Quynh Nhu, Nguyen Ho Hoang Thuy. Vietnamese EFL Teachers’ Classroom Assessment Practice at the Implementation of the Pilot Primary Curriculum. Int J Lang Linguist. 2019;7(4):172-177. doi: 10.11648/j.ijll.20190704.15

Copy | Download

@article{10.11648/j.ijll.20190704.15,
  author = {Pham Thi Nguyen Ai and Nguyen Vu Quynh Nhu and Nguyen Ho Hoang Thuy},
  title = {Vietnamese EFL Teachers’ Classroom Assessment Practice at the Implementation of the Pilot Primary Curriculum},
  journal = {International Journal of Language and Linguistics},
  volume = {7},
  number = {4},
  pages = {172-177},
  doi = {10.11648/j.ijll.20190704.15},
  url = {https://doi.org/10.11648/j.ijll.20190704.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20190704.15},
  abstract = {With the launch of the National Foreign Language 2020 Project, the Vietnamese Ministry of Education and Training (MOET) has introduced a pilot English curriculum for the primary educational level, which aims to help primary school pupils achieve level A1 in the Common European Framework of Reference for Languages (CEFR). The implementation of the new curriculum requires major change in teaching methodology, teaching materials and classroom assessment. A new textbook series has also been developed in alignment with the pilot curriculum. Methodology training workshops have been provided so as to facilitate the process of implementing the new curriculum and textbooks. Classroom assessment training curriculum developed in accordance with the pilot curriculum has been delivered to key primary English language teachers. This study reports our investigation into changes teachers have made in their assessment practice on the implementation of the pilot primary English language curriculum. The research involves 67 teachers of primary schools implementing the new curriculum. Data are collected by means of teachers’ in-depth interview and assessment samples. The findings have shown that the investigated teachers have made effort to change their assessment practice so as to facilitate the new curriculum. However, there are still a number of contextual and perceptual factors interfering with the process of changing the assessment practice.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Vietnamese EFL Teachers’ Classroom Assessment Practice at the Implementation of the Pilot Primary Curriculum
AU  - Pham Thi Nguyen Ai
AU  - Nguyen Vu Quynh Nhu
AU  - Nguyen Ho Hoang Thuy
Y1  - 2019/07/23
PY  - 2019
N1  - https://doi.org/10.11648/j.ijll.20190704.15
DO  - 10.11648/j.ijll.20190704.15
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 172
EP  - 177
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20190704.15
AB  - With the launch of the National Foreign Language 2020 Project, the Vietnamese Ministry of Education and Training (MOET) has introduced a pilot English curriculum for the primary educational level, which aims to help primary school pupils achieve level A1 in the Common European Framework of Reference for Languages (CEFR). The implementation of the new curriculum requires major change in teaching methodology, teaching materials and classroom assessment. A new textbook series has also been developed in alignment with the pilot curriculum. Methodology training workshops have been provided so as to facilitate the process of implementing the new curriculum and textbooks. Classroom assessment training curriculum developed in accordance with the pilot curriculum has been delivered to key primary English language teachers. This study reports our investigation into changes teachers have made in their assessment practice on the implementation of the pilot primary English language curriculum. The research involves 67 teachers of primary schools implementing the new curriculum. Data are collected by means of teachers’ in-depth interview and assessment samples. The findings have shown that the investigated teachers have made effort to change their assessment practice so as to facilitate the new curriculum. However, there are still a number of contextual and perceptual factors interfering with the process of changing the assessment practice.
VL  - 7
IS  - 4
ER  -

Copy | Download

Author Information

Pham Thi Nguyen Ai

Department of English, University of Foreign Languages, Hue University, Hue City, Vietnam
Nguyen Vu Quynh Nhu

Department of English, University of Foreign Languages, Hue University, Hue City, Vietnam
Nguyen Ho Hoang Thuy

Department of English, University of Foreign Languages, Hue University, Hue City, Vietnam

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Pham Thi Nguyen Ai, Nguyen Vu Quynh Nhu, Nguyen Ho Hoang Thuy. (2019). Vietnamese EFL Teachers’ Classroom Assessment Practice at the Implementation of the Pilot Primary Curriculum. International Journal of Language and Linguistics, 7(4), 172-177. https://doi.org/10.11648/j.ijll.20190704.15

Copy | Download

ACS Style

Pham Thi Nguyen Ai; Nguyen Vu Quynh Nhu; Nguyen Ho Hoang Thuy. Vietnamese EFL Teachers’ Classroom Assessment Practice at the Implementation of the Pilot Primary Curriculum. Int. J. Lang. Linguist. 2019, 7(4), 172-177. doi: 10.11648/j.ijll.20190704.15

Copy | Download

AMA Style

Pham Thi Nguyen Ai, Nguyen Vu Quynh Nhu, Nguyen Ho Hoang Thuy. Vietnamese EFL Teachers’ Classroom Assessment Practice at the Implementation of the Pilot Primary Curriculum. Int J Lang Linguist. 2019;7(4):172-177. doi: 10.11648/j.ijll.20190704.15

Copy | Download

@article{10.11648/j.ijll.20190704.15,
  author = {Pham Thi Nguyen Ai and Nguyen Vu Quynh Nhu and Nguyen Ho Hoang Thuy},
  title = {Vietnamese EFL Teachers’ Classroom Assessment Practice at the Implementation of the Pilot Primary Curriculum},
  journal = {International Journal of Language and Linguistics},
  volume = {7},
  number = {4},
  pages = {172-177},
  doi = {10.11648/j.ijll.20190704.15},
  url = {https://doi.org/10.11648/j.ijll.20190704.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20190704.15},
  abstract = {With the launch of the National Foreign Language 2020 Project, the Vietnamese Ministry of Education and Training (MOET) has introduced a pilot English curriculum for the primary educational level, which aims to help primary school pupils achieve level A1 in the Common European Framework of Reference for Languages (CEFR). The implementation of the new curriculum requires major change in teaching methodology, teaching materials and classroom assessment. A new textbook series has also been developed in alignment with the pilot curriculum. Methodology training workshops have been provided so as to facilitate the process of implementing the new curriculum and textbooks. Classroom assessment training curriculum developed in accordance with the pilot curriculum has been delivered to key primary English language teachers. This study reports our investigation into changes teachers have made in their assessment practice on the implementation of the pilot primary English language curriculum. The research involves 67 teachers of primary schools implementing the new curriculum. Data are collected by means of teachers’ in-depth interview and assessment samples. The findings have shown that the investigated teachers have made effort to change their assessment practice so as to facilitate the new curriculum. However, there are still a number of contextual and perceptual factors interfering with the process of changing the assessment practice.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - Vietnamese EFL Teachers’ Classroom Assessment Practice at the Implementation of the Pilot Primary Curriculum
AU  - Pham Thi Nguyen Ai
AU  - Nguyen Vu Quynh Nhu
AU  - Nguyen Ho Hoang Thuy
Y1  - 2019/07/23
PY  - 2019
N1  - https://doi.org/10.11648/j.ijll.20190704.15
DO  - 10.11648/j.ijll.20190704.15
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 172
EP  - 177
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20190704.15
AB  - With the launch of the National Foreign Language 2020 Project, the Vietnamese Ministry of Education and Training (MOET) has introduced a pilot English curriculum for the primary educational level, which aims to help primary school pupils achieve level A1 in the Common European Framework of Reference for Languages (CEFR). The implementation of the new curriculum requires major change in teaching methodology, teaching materials and classroom assessment. A new textbook series has also been developed in alignment with the pilot curriculum. Methodology training workshops have been provided so as to facilitate the process of implementing the new curriculum and textbooks. Classroom assessment training curriculum developed in accordance with the pilot curriculum has been delivered to key primary English language teachers. This study reports our investigation into changes teachers have made in their assessment practice on the implementation of the pilot primary English language curriculum. The research involves 67 teachers of primary schools implementing the new curriculum. Data are collected by means of teachers’ in-depth interview and assessment samples. The findings have shown that the investigated teachers have made effort to change their assessment practice so as to facilitate the new curriculum. However, there are still a number of contextual and perceptual factors interfering with the process of changing the assessment practice.
VL  - 7
IS  - 4
ER  -

Copy | Download