ASSESSING ENGLISH LANGUAGE LEARNERS: HIGH SCHOOL EFL TEACHERS’ PERCEPTIONS AND PRACTICES
Vol. 129 No. 6B (2020), Journal of Social Sciences and Humanities
Vol. 129 No. 6B (2020)

ASSESSING ENGLISH LANGUAGE LEARNERS: HIGH SCHOOL EFL TEACHERS’ PERCEPTIONS AND PRACTICES

Journal of Social Sciences and Humanities
https://doi.org/10.26459/hueuni-jssh.v129i6B.5425
Published 2020-05-28
Nguyễn Thị Hồng Duyên
HUE UNIVERSITY OF FOREIGN LANGUAGES
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Keywords

assessment
perceptions
practices
high school language learners

Abstract

On the implementation level of the National Foreign Language Project for the period 2008 – 2020, now expanded to 2025 in Vietnam, Level 3/6 – VNFR (B1- CEFR) has been set as the learning outcomes for high school learners. Aiming at achieving this goal, EFL teachers’ perceptions and practices of assessing language learners are of great importance. Guiding documents have been launched officially supporting EFL teachers in implementing effective assessment of language learners and achieving the required learning outcomes. This paper reports the findings of high school EFL teachers’ perceptions and practices of assessing language learners in the central city of Vietnam. From the findings, practical suggestions are made with the hope to provide valuable basis for both learning improvement and teaching development.

https://doi.org/10.26459/hueuni-jssh.v129i6B.5425
PDF

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