HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES VIETNAMESE EFL TERTIARY STUDENTS' SELF-ASSESSMENT IN WRITING SKILL PHD THESIS SUMMARY IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2024 The dissertation is completed at University of Foreign Languages and International Studies Supervisors: 1: Dr. Tran Quang Ngoc Thuý 2: Dr. Đang Tan Tin Examiner 1:. This dortoral dissertation will be defended in the Thesis Examination Council of Hue University at 04 Lê Lợi Street, Hue City at ……./……/2024 The dissertation is available at: - The National Library - The Library of University of Foreign Languages and International Studies CHAPTER 1: INTRODUCTION 1.
Research background Higher education in Vietnam has undergone significant changes, especially in the realm of teaching and learning foreign languages. These innovations align with the nation's developmental needs and have led to a heightened focus on English language instruction. Recently, the Ministry of Education and Training has promulgated various reform policies, emphasizing learner-centeredness and self-directed learning within higher education. These policies encompass credit-based training systems, process-oriented assessment, and learner- centric teaching methodologies.
Formative assessment plays a crucial role in aiding students in monitoring their progress, self-managing their learning, and cultivating independence (Brookhart, 2011). Within the process of formative assessment, self-assessment plays a vital role in empowering learners to self-monitor, evaluate, and regulate their progress throughout the learning process, as highlighted by Brown and Harris (2013). Integrating self-assessment activities into the formative assessment process is a noteworthy consideration in English language education at the university level in Vietnam. This approach enhances the role of the learner, fosters reflective thinking, nurtures autonomy, and promotes lifelong self- learning skill (Andrade, 2019; Boud, 1995; Gardner, 2000).
Research rationale Learner-centered learning has gained prominence, emphasizing students’ engagement, critical thinking, and active learning. This approach aligns with contemporary educational theories, highlighting learners' active role in knowledge construction (Butler, 2016; Smith, 2018). In EFL context, learner-centered learning encourages active participation across learning stages, fostering autonomy, and language exploration. Learners are consistently prompted to develop metacognition, self-regulation, and critical thinking skill.
Specifically, self-assessment within formative assessment enhances learners' comprehension of objectives and progress monitoring. Self-assessment elucidates learners' taking responsibility for learning, encourages reflection, and cultivates metacognitive awareness, becoming key components of student-centered learning (Boud, 1995). Nonetheless, research on teaching and learning productive skill through self-assessment in Vietnamese EFL education is still limited. Particularly, existing literature lacks insights into Vietnamese EFL students' perceptions, practices, and challenges regarding self-assessment in writing skill.
This knowledge gap underscores the need for further research. Furthermore, the specific implementation of self-assessment in writing education for Vietnamese EFL students is fully underexplored, underscoring the demand for evidence-based strategies. This study seeks to address these gaps by conducting a comprehensive investigation into the perceptions, practices, and challenges of self-assessment in learning writing among Vietnamese EFL students at the tertiary level. Its objective is to offer valuable insights into the utilization of self-assessment within this context, bridging the theoretical-practical divide and enriching the current understanding of teaching and learning writing skill.
Aims and research questions The main objectives of this study are centered around exploring and analyzing various aspects of self-assessment in writing skill among Vietnamese EFL tertiary students. Specifically, the study aims to investigate how these students perceive their writing skill, their self-efficacy in learning writing, and the benefits and values they associate with self- assessment in writing. Furthermore, the research delves into the ways in which students engage in self-assessment activities, including their utilization of writing strategies and processes to enhance their writing skill. Additionally, the study seeks to understand students' perspectives on the role and effectiveness of the self-assessment tool in improving their writing abilities.
Lastly, the research aims to identify the challenges that Vietnamese EFL students encounter when self-assessing their writing skill. To address these objectives, the study poses three specific research questions: 1. What are Vietnamese EFL students’ perceptions of self-assessment in writing skill? 2. How do Vietnamese EFL students practice self-assessment when learning writing? 3.
What are the challenges encountered by Vietnamese EFL students in self-assessment in writing skill? 1. Research scope This research was conducted over six months at two universities in the southern region of Vietnam. The participants exclusively comprised second-year students majoring in English who volunteered to participate in the research. The research narrows its focus by employing cognitive and constructivist theories, metacognition theory, and reflection theory as the theoretical background for self- assessment, emphasizing autonomous and self-regulated learning in the context of writing.
Additionally, it utilizes a mixed-methods approach, integrating both quantitative and qualitative methods in two stages. In the first stage, the study administered a questionnaire to a large number of EFL students and conducted eight focus-group interviews. During the empirical stage, an 8-week project was conducted with a group of second-year students who were enrolled in an online writing course designed to enhance their writing skill. These students were assigned tasks that included writing essays, using self-assessment checklist to self-assess their papers and revising them, and finally completing a questionnaire and reflective journals.
Significance of the research This research carries significant importance within the realm of English language education at the tertiary level in Vietnam, especially in writing skill. The study provides valuable insights into how Vietnamese EFL tertiary students perceptions, practices, and challenges with self-assessment within the context of writing skill. The findings not only contribute to the existing knowledge base but also offer practical insights into educational practices, curriculum development, and instructional strategies for teaching and learning writing among Vietnamese EFL students at the tertiary level. Furthermore, the research findings yield practical implications for writing lecturers, 2 curriculum developers, and policymakers.
By comprehending students' perspectives on and engagement with self-assessment in writing, lecturers can fashion more effective instructional strategies and assessment methodologies aimed at amplifying students' writing competencies. The study offers insights into implementing learner-centric approaches and fostering student autonomy in language learning. Additionally, the research has the potential to empower students themselves. By exploring the challenges Vietnamese EFL students confront in self-assessment, the study paves the way for support mechanisms and interventions to address these hurdles.
Students stand to gain a deeper grasp of the value and advantages of self-assessment, thus enabling them to assume the roles of self-directed learners who take charge of their writing advancement. Finally, the research methodology, which amalgamates quantitative and qualitative methods, contributes to the progress of research methodologies within this domain. The utilization of multiple data collection tools furnishes a comprehensive and nuanced comprehension of self-assessment in learning writing among Vietnamese EFL students. This methodological contribution has the potential to inspire forthcoming research endeavors and serve as a point of reference for other researchers delving into akin subjects.
Organization of the study This study comprises five chapters, which include an introduction, literature review, methodology, findings and discussion, and conclusion and implications. CHAPTER 2: LITERATURE REVIEW 2. Theoretical background The cognitive and constructivist theories, along with the reflection theory and metacognition theory, converge on critical background aspects that are vital in students' self-assessment within learning writing. The value of these theories is rooted in their mutual emphasis on active engagement, interpretation, reflection, and metacognitive awareness inherent in the self-assessment process.
Through the integration of these theoretical perspectives, the researcher can establish a comprehensive framework for self-assessment in learning writing, enabling students to take charge of their writing progression. Cognitive and constructivist theories Cognitive and constructivist theories have played a substantial role in shaping the educational field, particularly by providing insights into how learners build knowledge and by emphasizing the integral roles of the writing process and self-assessment. These theories emphasize the active engagement of learners in knowledge construction, underscoring the significance of comprehending and constructing knowledge in both the writing process and self-assessment. Metacognition theory Metacognition plays a crucial role in supporting learners' understanding of self-efficacy, benefits, and values of self-assessment.
Metacognitive strategies empower students to think 3 about their learning processes, make informed assessments, and enhance their writing skill. With metacognitive awareness, learners not only understand their self-assessment processes but also possess the ability to critically reflect on and adjust their learning processes effectively. Moreover, these skills contribute to the development of critical thinking and problem-solving abilities, both crucial elements in the learning process and daily life. This fosters a proactive learning attitude, enabling learners to take responsibility for their progress and shape their own learning journey.
Theory of reflection The reflection theory is a crucial element in writing education, serving as a foundational component that enhances students' writing skill. Grounded in thoughtful consideration and problem-solving, this theory develops critical thinking abilities and encourages self- assessment. Through embracing reflective practices, students not only advance their writing capabilities but also participate in meaningful social interactions, fostering collaborative learning and the exchange of diverse perspectives. This approach instills a sense of responsibility in students for their learning journey, promoting intrinsic motivation, self- directed learning, and a growth mindset.
In essence, reflection theory empowers students to actively engage in their learning process, shaping them into lifelong learners. Self-assessment in autonomous and self-regulated learning Benson (2009), Smith (2018), and Zimmerman (2000) posit that the relationship between self-assessment, autonomous learning, and self-regulated learning is symbiotic, reflecting a harmonious interplay that enhances students' overall learning experiences. Self-assessment is a vital bridge between these two concepts, facilitating the development of learner autonomy and self-regulated learning strategies. For instance, when students engage in self- assessment, they actively reflect on their progress, identifying areas of strength and weakness.
This process empowers them to make choices about which aspects of their learning to prioritize and how to allocate their efforts effectively, thereby embodying the principles of autonomous learning. Additionally, within the realm of self-regulated learning, self-assessment plays a pivotal role across its phases. During the "Forethought" phase, students who have honed self-assessment skills can accurately gauge their own readiness for a task and set appropriate goals. In the "Performance or Volitional Control" phase, self- assessment enables learners to monitor their progress and adjust their strategies, ensuring that their learning efforts remain focused and effective.
Furthermore, in the "Self- Reflection" phase, students' ability to self-assess facilitates the critical evaluation of their performance, contributing to a deeper understanding of their learning processes. These concrete instances highlight how self-assessment not only empowers autonomous learning by allowing students to direct their learning journey but also integrates seamlessly with the principles of self-regulated learning, enabling learners to optimize their learning outcomes through continuous reflection and adjustment 2. Definitions of self-assessment 2. Autonomous language learning 4 2.
Self-regulated learning 2. Assessment in foreign language education In education, particularly in English language learning, assessment plays a crucial role in the teaching and learning process. Its central purpose is to identify any discrepancies between what has been taught and what has been learned (Andrade & Cizek, 2010; Brown, 2003). Within the field of foreign language education, assessment holds a vital position as a critical tool for evaluating students' progress and proficiency.
In the Vietnamese educational system, two primary forms of assessment are commonly employed: formative assessment and summative assessment. These assessment approaches provide valuable insights into the students' learning process, enabling teachers or educators to make informed instructional decisions and support students' development. Similarly, self-assessment is used as a measurement technique in the learning process to assess students' comprehension of their level of knowledge (Bhatti & Nimehchisalem, 2020; Butler & Lee, 2010). Therefore, it is evident that the concept of self-assessment significantly influences the objectives of both formative and summative assessments.
Writing academic English and self-assessment in EFL writing 2. Writing academic English Mastering academic English writing goes beyond expressing ideas; it requires understanding conventions, structures, and language nuances unique to academic discourse (Hamp-Lyons & Heasley, 2006; Oshima & Hogue, 2006). This skill is vital for students, offering a competitive edge in studies and careers. Elements like essay coherence, logical organization, unity, paragraph and essay structure, development, and sentence accuracy are valued by students.
Equally important are the writing process phases – prewriting, drafting, revising, and editing – which guide students in refining their work and creating high-quality academic texts.