EXPLORING STUDENTS' PERCEPTIONS TOWARDS FORMATIVE ASSESSMENT IN ENGLISH SPEAKING CLASSES AMONG TOURISM AND HOSPITALITY MAJORS

Abstract

This quantitative study investigates the perceptions of formative assessment in English speaking classes among Tourism and Hospitality majors at Hanoi
University of Industry. Utilizing a survey-based approach, the research aims to explore students' perspectives on the role of formative assessment in enhancing
their English-speaking skills. The study employs a quantitative methodology, utilizing survey questionnaires as the primary data collection instrument. An online
version of survey questionnaires was sent to 420 students studying Tourism and Hospitality majors from various academic years, ranging from second to fourth
year. The findings show that most participants view formative assessment as suitable for improving speaking skills, with role-play identified as the most effective
method. Regular feedback supports students' English-speaking improvement, and teachers play a vital role by providing guidance. Formative assessment also
enhances self-assessment, confidence, and encourages self-reflection and active participation. While opinions differ on formative assessment’s impact on overall
learning, it is regarded as effective in meeting language proficiency requirements in Tourism and Hospitality.