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dc.contributor.authorNguyen, Ho Hoang Thuy-
dc.contributor.authorTran, Thi Thanh Nga-
dc.date.accessioned2018-05-07T03:16:54Z-
dc.date.available2018-05-07T03:16:54Z-
dc.date.issued2018-
dc.identifier.issn2525-2445-
dc.identifier.urihttp://repository.vnu.edu.vn/handle/VNU_123/61781-
dc.descriptionp. 125-139en_US
dc.description.abstractThe study was conducted to explore EFL teachers’ perceptions of in-class English speaking assessment. The constructs of teachers’ perceptions investigated in the current research included their general understanding of speaking assessment, the task types of in-class speaking assessment, and the teachers’ work involved in the assessment implementation. Questionnaire and interview were employed as data collection instruments of the study. Forty-two EFL teachers at different high schools in Quang Tri, Vietnam responded to the questionnaire and then five of them participated in the subsequent interview sessions. The findings revealed that the teachers’ perceptions of in-class English speaking assessment in terms of three investigated aspects were generally appropriate. Nonetheless, the teachers showed their limited knowledge about oral portfolios as a speaking assessment type; they also articulated their need for more instruction on how to implement self-assessment as a type of English speaking assessmenten_US
dc.language.isoenen_US
dc.publisherH. : ĐHQGHNen_US
dc.relation.ispartofseriesVol.34, No.2 (2018);-
dc.subjectteachers’ perceptionsen_US
dc.subjectspeaking assessmenten_US
dc.subjectassessment task typeen_US
dc.titleAn investigation into EFL teachers' perceptions of in-class English speaking assessmenten_US
dc.title.alternativeNghiên cứu nhận thức của giáo viên về việc đánh giá kĩ năng nói tiếng Anh trong lớp họcen_US
dc.typeArticleen_US
Appears in Collections:Foreign Studies


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  • Full metadata record
    DC FieldValueLanguage
    dc.contributor.authorNguyen, Ho Hoang Thuy-
    dc.contributor.authorTran, Thi Thanh Nga-
    dc.date.accessioned2018-05-07T03:16:54Z-
    dc.date.available2018-05-07T03:16:54Z-
    dc.date.issued2018-
    dc.identifier.issn2525-2445-
    dc.identifier.urihttp://repository.vnu.edu.vn/handle/VNU_123/61781-
    dc.descriptionp. 125-139en_US
    dc.description.abstractThe study was conducted to explore EFL teachers’ perceptions of in-class English speaking assessment. The constructs of teachers’ perceptions investigated in the current research included their general understanding of speaking assessment, the task types of in-class speaking assessment, and the teachers’ work involved in the assessment implementation. Questionnaire and interview were employed as data collection instruments of the study. Forty-two EFL teachers at different high schools in Quang Tri, Vietnam responded to the questionnaire and then five of them participated in the subsequent interview sessions. The findings revealed that the teachers’ perceptions of in-class English speaking assessment in terms of three investigated aspects were generally appropriate. Nonetheless, the teachers showed their limited knowledge about oral portfolios as a speaking assessment type; they also articulated their need for more instruction on how to implement self-assessment as a type of English speaking assessmenten_US
    dc.language.isoenen_US
    dc.publisherH. : ĐHQGHNen_US
    dc.relation.ispartofseriesVol.34, No.2 (2018);-
    dc.subjectteachers’ perceptionsen_US
    dc.subjectspeaking assessmenten_US
    dc.subjectassessment task typeen_US
    dc.titleAn investigation into EFL teachers' perceptions of in-class English speaking assessmenten_US
    dc.title.alternativeNghiên cứu nhận thức của giáo viên về việc đánh giá kĩ năng nói tiếng Anh trong lớp họcen_US
    dc.typeArticleen_US
    Appears in Collections:Foreign Studies


  • AN INVESTIGATION INTO EFL TEACHERS’ PERCEPTIONS OF IN-CLA...
    • Size : 359,32 kB

    • Format : Adobe PDF

    • View : 
    • Download :