Self-assessment and Language Learner Autonomy: An Exploratory Study in a Vietnamese University
DOI:
https://doi.org/10.52296/vje.2021.88- Keywords:
- Self-assessment
- learner autonomy
- EFL
- Vietnam
-
Downloads
How to Cite
Abstract
This paper aims to explore the role of self-assessment in developing language learner autonomy in the Vietnamese higher education context. Specifically, it focuses on how the assessment for English language learning is currently conducted and how this relates to learner autonomy. Despite the Vietnamese government’s official requirement for learner autonomy, Vietnamese higher education’s language academic context provides presently little space for autonomous learning. The idea of self-assessment is relatively unfamiliar and has, therefore, been little investigated. Based on qualitative data from observations and interviews with 38 university students, this paper presents the understanding of learner autonomy in Vietnamese higher education. In particular, the findings suggest that self-assessment may be a useful operational approach for fostering language learner autonomy in Vietnam and other similar settings. Also, they highlight the demand of promoting self-assessment literacy and the importance of self-assessment principles within the local context.
Downloads
References
Adediwura, A. A. (2012). Effect of peer and self-assessment on male and female students’ self-efficacy and self-autonomy in the learning of mathematics. Gender and Behaviour, 10(1), 4492-4508.
Berry, R. (2009). Self-assessment and autonomous Learning. International Association of Educational Assessment (IAEA) - 35th Annual Conference. Retrieved from https://iaea.info/documents/self-assessment-and-autonomous-learning
Black, P., & Wiliam, D. (2010). Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan, 92(1), 81-90. https://doi.org/10.1177/003172171009200119
Blanche, P. (1990). Using standardized achievement and oral proficiency tests for self-assessment purposes: the DLIFLC study. Language Testing, 7(2), 202-229. https://doi.org/10.1177/026553229000700205
Blanche, P., & Merino, B. J. (1989). Self-Assessment of Foreign-Language Skills: Implications for Teachers and Researchers. Language Learning, 39(3), 313-338. https://doi.org/10.1111/j.1467-1770.1989.tb00595.x
Boud, D. (1995). Enhancing Learning Through Self-assessment. Routledge. https://doi.org/10.4324/9781315041520
Boud, D., & Falchikov, N. (2006). Aligning assessment with long‐term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413. https://doi.org/10.1080/02602930600679050
Bracken, B. A., & Barona, A. (1991). State of the Art Procedures for Translating, Validating and Using Psychoeducational Tests in Cross-Cultural Assessment. School Psychology International, 12(1), 119-132. https://doi.org/10.1177/0143034391121010
Brooks, J. G., & Brooks, M. G. (1999). In Search of Understanding: The Case for Constructivist Classrooms. Association for Curriculum Development. Retrieved from http://www.ascd.org/Publications/Books/Overview/In-Search-of-Understanding.aspx
Brown, G., & Harris, L. (2013). Student self-assessment. In J. H. McMillan (Ed. The SAGE handbook of research on classroom assessment). SAGE Publications, 367-393.
Butler, G. Y., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing, 27(1), 5-31. https://doi.org/10.1177/0265532209346370
Chen, H. Y., & Boore, J. R. (2010). Translation and back-translation in qualitative nursing research: methodological review. Journal of Clinical Nursing, 19(1), 234-239. https://doi.org/10.1111/j.1365-2702.2009.02896.x
Chen, Y. M. (2008). Learning to self-assess oral performance in English: A longitudinal case study. Language Teaching Research, 12(2), 235-262. https://doi.org/10.1177/1362168807086293
Dann, R. (2002). Promoting assessment as learning: Improving the learning process. Routledge. Retrieved from https://www.routledge.com/Promoting-Assessment-as-Learning-Improving-the-Learning-Process/Dann/p/book/9780415240079
Derwing, T. (2003). What Do ESL Students Say About Their Accents? Canadian Modern Language Review, 59(4), 547-567. https://doi.org/10.3138/cmlr.59.4.547
Derwing, T. M., & Rossiter, M. J. (2002). ESL learners’ perceptions of their pronunciation needs and strategies. System, 30(2), 155-166. https://doi.org/10.1016/S0346-251X(02)00012-X
Dickinson, L. (1987). Self-instruction in language learning. Cambridge University Press.
Education First. (2017). EF English Proficiency Index - Vietnam. Education First. Retrieved from https://www.ef-australia.com.au/epi/regions/asia/vietnam/
Falchikov, N. (2007). The place of peers in learning and assessment. In D. Boud & N. Falchikov (Eds.), Rethinking Assessment in Higher Education - Learning for the Longer Term. Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9780203964309-18/place-peers-learning-assessment-nancy-falchikov
Gagnon, G. W., & Collay, M. (2001). Designing for Learning: Six Elements in Constructivist Classrooms. Corwin Press, Inc. - A SAGE Publications Company. Retrieved from https://www.amazon.com/Designing-Learning-Elements-Constructivist-Classrooms/dp/0761921591
Gardner, D. (200 C.E.). Self-assessment for autonomous language learners. Links & Letters, 7, 49-60. Retrieved from https://core.ac.uk/download/pdf/38997684.pdf
Gholami, H. (2016). Self Assessment and Learner Autonomy. Theory and Practice in Language Studies, 6(1), 46. https://doi.org/10.17507/tpls.0601.06
Hamp-Lyons, L. (2007). The Impact of Testing Practices on Teaching. In J. Cummins & C. Davison (Eds.), International Handbook of English Language Teaching, 487-504. Springer US. https://doi.org/10.1007/978-0-387-46301-8_35
Han, C., & Fan, Q. (2020). Using self-assessment as a formative assessment tool in an English-Chinese interpreting course: student views and perceptions of its utility. Perspectives, 28(1), 109-125. https://doi.org/10.1080/0907676X.2019.1615516
Harris, M. (1997). Self-assessment of language learning in formal settings. ELT Journal, 51(1), 12-20. https://doi.org/10.1093/elt/51.1.12
Hebert, E. A. (1998). Lessons learned about student portfolios (benefits of student portfolios). The Phi Delta Kappan, 79(8), 583-585.
Janssen-van, D. A. M. (1989). The development of a test of Dutch as a second language: the validity of self- assessment by inexperienced subjects. Language Testing, 6(1), 30-46. https://doi.org/10.1177/026553228900600105
Kaufman, D., & Brooks, J. G. (1996). Interdisciplinary Collaboration in Teacher Education: A Constructivist Approach. TESOL Quarterly, 30(2), 231. https://doi.org/10.2307/3588142
Klenowski, V. (1995). Student Self‐evaluation Processes in Student‐centred Teaching and Learning Contexts of Australia and England. Assessment in Education: Principles, Policy & Practice, 2(2), 145-163. https://doi.org/10.1080/0969594950020203
Klenowski, V. (2012). Developing Portfolios for Learning Assessment: Principles and Processes. Taylor & Francis.
LeBlanc, R., & Painchaud, G. (1985). Self-Assessment as a Second Language Placement Instrument. TESOL Quarterly, 19(4), 673. https://doi.org/10.2307/3586670
Lemke, J. L. (1990). Talking Science: Language, Learning, and Values. Ablex Publishing Corporation.
Little, D. (2004b). Learner autonomy, teacher autonomy and the European Language Portfolio. Usages del Nouvelles Technologies dans l’Enseignement des langues Etràngeres: L’Autonomie de l’Enseignant et de l’Apprenant face aux Technologies de l’Information et de la Communication, 17-20.
Little, D. (2005). The Common European Framework and the European Language Portfolio: involving learners and their judgements in the assessment process. Language Testing, 22(3), 321-336. https://doi.org/10.1191/0265532205lt311oa
Little, D. (2009). Language learner autonomy and the European Language Portfolio: Two L2 English examples. Language Teaching, 42(2), 222-233. https://doi.org/10.1017/S0261444808005636
Little, D. (2011). Learner autonomy, self-assessment and language tests: Towards a new assessment culture. In B. Morrison (Ed.), Independent language learning: Building on experience, seeking new perspectives, 25-39. Hong Kong University Press.
Little, D., & Erickson, G. (2015). Learner Identity, Learner Agency, and the Assessment of Language Proficiency: Some Reflections Prompted by the Common European Framework of Reference for Languages. Annual Review of Applied Linguistics, 35, 120-139. https://doi.org/10.1017/S0267190514000300
Liu, S., & Feng, D. (2015). How culture matters in educational borrowing? Chinese teachers’ dilemmas in a global era. Cogent Education, 2(1), 1046410. https://doi.org/10.1080/2331186X.2015.1046410
Mahdavinia, M., & Ahmadi, L. N. (2011). Portfolio Assessment: A tool for self-directed learning at post-secondary level In D. Gardner (Ed.), Fostering Learner Autonomy in Language Learning. Gaziantep: Zirve University. Retrieved from http://ilac2010.zirve.edu.tr
McMillan, J., & Hearn, J. (2008). Student Self-Assessment: The Key to Stronger Student Motivation and Higher Achievement. Educational Horizons, 87(1), 40-49.
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from Case Study Research in Education. Jossey-Bass Publishers, San Francisco, CA.
MOET (2013). The Master Plan. Thuvienphapluat. Retrieved from: https://thuvienphapluat.vn/van-ban/Bo-may-hanh-chinh/Quyet-dinh-753-QD-BGDDT-nam-2013-Ke-hoach-cai-cach-hanh-chinh-Bo-Giao-duc-174777.aspx
MOET (2014). Credit-based Training Regulation Thuvienphapluat. Retrieved from: https://thuvienphapluat.vn/van-ban/Giao-duc/Van-ban-hop-nhat-17-VBHN-BGDDT-2014-Quyet-dinh-Quy-che-dao-tao-dai-hoc-cao-dang-he-chinh-quy-tin-chi-229852.aspx
Morrison, B. R., & Navarro, D. (2012). Shifting roles: From language teachers to learning advisors. System, 40(3), 349-359. https://doi.org/10.1016/j.system.2012.07.004
Moss, C., & Brookhart, S. (2009). Advancing formative assessment in every classroom. Alexandria: Association for Supervision and Curriculum and Development.
Murakami, C., Valvona, C., & Broudy, D. (2012). Turning apathy into activeness in oral communication classes: Regular self- and peer-assessment in a TBLT programme. System, 40(3), 407-420. https://doi.org/10.1016/j.system.2012.07.003
Panadero, E., Brown, G. T. L., & Strijbos, J. W. (2016). The Future of Student Self-Assessment: A Review of Known Unknowns and Potential Directions. Educational Psychology Review, 28(4), 803-830. https://doi.org/10.1007/s10648-015-9350-2
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22(4), 74-98. https://doi.org/10.1016/j.edurev.2017.08.004
Rolheiser, C., & Ross, J. A. (2001). Student self-evaluation: What research says and what practice shows. In R. D. Small & A. P. Thomas (Eds.), PlainTalk about education: Transforming crisis into success. Proceeding of the PLAINTALK summit (New Orleans, Louisiana, 1999). A desk reference on educational change, 43-57. Covington, Louisiana, Center for Development & Learning.
Rolheiser, C., Bower, B., & Stevahn, L. (2000). The portfolio organiser: Succeeding with portfolios in your classroom. Alexandra, VA: American Society for Curriculum Development.
Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment, Research & Evaluation, 11(10). Retrieved from http://pareonline.net/getvn.asp?v=11&n=10
Scharle, Á., & Szabó, A. (2000). Learner autonomy: A guide to Developing Learner Responsibility. Cambridge, MA: Cambridge University Press.
Shelton-Strong, S. J. (2018). Fostering the Development of Language Learner Autonomy Through Peer and Self-Assessment. Relay Journal, 1(1), 21-46. https://doi.org/10.37237/relay/010103
Sierra, A. M., & Frodden, C. (2017). Promoting student autonomy through self-assessment and learning strategies. HOW Journal, 10(1), 133-166.
Strijbos, J. W., Narciss, S., & Dünnebier, K. (2010). Peer feedback content and sender’s competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency? Learning and Instruction, 20(4), 291-303. https://doi.org/10.1016/j.learninstruc.2009.08.008
Taras, M. (2010). Student self-assessment: Processes and consequences. Teaching in Higher Education, 15(2), 199-209. https://doi.org/10.1080/13562511003620027
Tholin, J. (2008). Learner autonomy, self-directed learning and assessment: Lessons from Swedish experience. Independence, 43, 9-12. Retrieved from http://hb.diva-portal.org/smash/get/diva2:870506/FULLTEXT01
Tsui, A. B. M., & Ng, M. M. Y. (2010). Cultural Contexts and Situated Possibilities in the Teaching of Second Language Writing. Journal of Teacher Education, 61(4), 364-375. https://doi.org/10.1177/0022487110364855
Vietnamese Assembly (2005). Vietnamese Education Law. Thuvienphapluat. Retrieved from: https://thuvienphapluat.vn/van-ban/Giao-duc/Luat-Giao-duc-2005-38-2005-QH11-2636.aspx
Vietnamese Assembly (2012). Vietnamese Higher Education Law. Thuvienphapluat. Retrieved from: https://thuvienphapluat.vn/van-ban/Giao-duc/Luat-Giao-duc-dai-hoc-2012-142762.aspx
Vietnamese Assembly (2019). Vietnamese Higher Education Law. Thuvienphapluat. Retrieved from: https://thuvienphapluat.vn/van-ban/Giao-duc/Luat-Giao-duc-dai-hoc-sua-doi-388254.aspx
Vietnamese Prime Minister (2008). Decision No 1400. The National Foreign Language Project 2020 Thuvienphapluat. Retrieved from: https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-1400-QD-TTg-phe-duyet-de-an-day-va-hoc-ngoai-ngu-trong-he-thong-giao-duc-quoc-dan-giai-doan-2008-2020-71152.aspx
Vietnamese Prime Minister (2012). Decision No 711. Vietnamese Education Development Strategies 2011-2020. Thuvienphapluat. Retrieved from: https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-711-QD-TTg-nam-2012-Chien-luoc-phat-trien-giao-duc-2011-2020-141203.aspx
Vuong, Q. H. (2020). Reform retractions to make them more transparent. Nature, 582(7811), 149-149. https://doi.org/10.1038/d41586-020-01694-x
Willison, J., Sabir, F., & Thomas, J. (2017). Shifting dimensions of autonomy in students’ research and employment. Higher Education Research & Development, 36(2), 430-443. https://doi.org/10.1080/07294360.2016.1178216
Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179-200. https://doi.org/10.1016/j.jslw.2006.09.004
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Vietnam Journal of Education
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.