Perception towards formative assessment in selected English pronunciation classes among English majors

Nguyen Dinh Nhu Ha; Nguyen Dinh Nhu Huu

doi:10.46223/HCMCOUJS.soci.en.10.1.571.2020

Authors

Nguyen Dinh Nhu Ha nguyenhahitc@gmail.com
Ho Chi Minh City University of Technology (HUTECH)
Nguyen Dinh Nhu Huu
Mien Dong University of Technology

DOI:

https://doi.org/10.46223/HCMCOUJS.soci.en.10.1.571.2020

Keywords:

formative assessment, self-assessment, students' perception, teacher's feedback

Abstract

This research aimed at discovering the students’ perception towards formative assessment conducted in the pronunciation classes at Mien Dong University of Technology (MUT). A total of one hundred and eighteen university freshmen participated in answering the questionnaire and semi-structured interview questions. The quantitative data gained from the questionnaire were analyzed by SPSS in terms of descriptive statistics, while the qualitative data were analyzed using the content analysis approach. The results showed the students’ proper awareness of formative assessment in general and their positive perception towards the application of formative assessment tasks. However, despite the advantages, this application was still admitted containing some disadvantages.

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