FORMATIVE ASSESSMENT PRACTICES IN ENGLISH FOR OCCUPATIONAL PURPOSES CLASSROOMS: A CASE STUDY AT A UNIVERSITY IN VIETNAM

Abstract

Assessment can be considered as a key component for the improvement of the quality of language teaching and learning process. This study aims to
investigate how teachers practice formative assessments (FA) in English for occupational purposes (EOP) classes and how they perceive it in promoting students’
learning, as well as challenges they faced. Data were collected through survey questionaires with sixty-one teachers and interviews with five teachers selected
randomly. The findings indicated that teachers used various strategies of FA in EOP classroom and perceived FA had positive impacts to students’ learning.
However, the results revealed the majority of teachers had challenges with time constraints and a big number of students in an EOP class while implementing
FA activities. The findings of this research was a significant contribution for enhancing the effectiveness of the implementation of FA strategies in language
teaching & learning, particularly in EOP context. Through the research, some recommendations are suggested to improve the effectiveness of the
implementation of FA in EOP classrooms as well as the quality of overall EOP courses at Hanoi University of Industry (HaUI).