Self-assessment and Language Learner Autonomy: An Exploratory Study in a Vietnamese University

Authors

  • Thao Thi Thanh Phan Thanh Do University, Vietnam

DOI:

https://doi.org/10.52296/vje.2021.88

How to Cite

Phan, T. T. T. (2021). Self-assessment and Language Learner Autonomy: An Exploratory Study in a Vietnamese University. Vietnam Journal of Education, 5(3), 72–83. https://doi.org/10.52296/vje.2021.88

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.

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Published

2021-12-30

How to Cite

Phan, T. T. T. (2021). Self-assessment and Language Learner Autonomy: An Exploratory Study in a Vietnamese University. Vietnam Journal of Education, 5(3), 72–83. https://doi.org/10.52296/vje.2021.88

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