Abstract
This paper aims to explore the role of self-assessment in developing language learner autonomy in the Vietnamese higher education context. Specifically, it focuses on how the assessment for English language learning is currently conducted and how this relates to learner autonomy. Despite the Vietnamese government’s official requirement for learner autonomy, Vietnamese higher education’s language academic context provides presently little space for autonomous learning. The idea of self-assessment is relatively unfamiliar and has, therefore, been little investigated. Based on qualitative data from observations and interviews with 38 university students, this paper presents the understanding of learner autonomy in Vietnamese higher education. In particular, the findings suggest that self-assessment may be a useful operational approach for fostering language learner autonomy in Vietnam and other similar settings. Also, they highlight the demand of promoting self-assessment literacy and the importance of self-assessment principles within the local context.
Highlights
IntroductionAutonomous language learning, including the notion of self-assessment ( named as self-rating, selfcorrection, or self-evaluation), is a topical area of research
Autonomous language learning, including the notion of self-assessment, is a topical area of research
This research area gathered attention from researchers about how to utilise self-assessment to foster learner autonomy (LA) in an exam-oriented context where English language is a compulsory subject for EFL learners (Harris, 1997; Gardner, 2000; Little, 2004b, 2005; Tholin, 2008; Berry, 2009; Little, 2009; Little & Erickson, 2015; Panadero et al, 2017; Han & Fan, 2019)
Summary
Autonomous language learning, including the notion of self-assessment ( named as self-rating, selfcorrection, or self-evaluation), is a topical area of research. The question about learners’ ability to assess their learning progress attracted the discussion of many researchers such as LeBlanc and Painchaud (1985), Blanche and Merino (1989), Janssen-van (1989), Klenowski (1995), Gardner (2000), Berry (2009), Taras (2010), Brown and Harris (2013), Panadero et al (2016), Shelton-Strong (2018). This research area gathered attention from researchers about how to utilise self-assessment to foster learner autonomy (LA) in an exam-oriented context where English language is a compulsory subject for EFL learners (Harris, 1997; Gardner, 2000; Little, 2004b, 2005; Tholin, 2008; Berry, 2009; Little, 2009; Little & Erickson, 2015; Panadero et al, 2017; Han & Fan, 2019). This study is conducted in one national context, the findings might be of broader interest and may be applied elsewhere in other East Asian countries, which share an exam-oriented culture (Liu & Feng, 2015)
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