An Investigation into The Online Assessment and The Autonomy of Non-English Majored Students in Vinh Long Province

Authors

DOI:

https://doi.org/10.54855/ictep.2334

Keywords:

online assessment, learner autonomy, online tools, English learning and teaching

Abstract

Recently, the COVID-19 pandemic has strongly impacted human life and brought various challenges and difficulties for learning and teaching all over the world. The massive development of information technology has brought solutions to deal with this new phase. Teachers implement online assessments to support learning and teaching English. There are previous studies about the effect of E-learning, but research about online tools such as Liveworksheets or Google Forms were rarely conducted, especially in Vinh Long province. Therefore, during the academic year 2021-2022, the researchers started a study on 120 students who used Liveworksheets and Google Forms as their assessment in class and even their homework during their Basic English course. After using these tools, students completed a survey that reflected their job with those online tools during their semesters. An online questionnaire was used in this study to collect data from 120 students in a university in the Mekong Delta. The current study is designed as descriptive research. In addition, both quantitative and qualitative research methods are used. The results show positive impacts on learner autonomy and learners' listening skills by using Liveworksheets rather than Google Forms. Besides, the study illustrates students' responses that gave both advantages and disadvantages of those tools. These results may be helpful for both lecturers and students to promote themselves in teaching and learning English.

Author Biographies

Ho Le Thanh Phuong, Mien Tay Construction University, Vinh Long, Vietnam

Ho Le Thanh Phuong has been a lecturer at Mien Tay Construction University since 2013 and she works as a lecturer in the English Section. She holds a Master's Degree in TESOL from the University of Social Sciences and Humanities in Ho Chi Minh city. Her research interests are in the areas of teaching and learning a foreign language in The Industrial Revolution 4.0; curriculum development, university-industry relationships; online learning development.

 

Doan Ngoc Anh Huy, Mien Tay Construction University, Vinh Long, Vietnam

Doan Ngoc Anh Huy, an English lecturer of the English Department in Mien Tay Construction University, Vinh Long Province, Vietnam, has 9-year experience in teaching English for non-English majored students and has research interests in the field of assessment strategies and teaching methodologies.

 

Dinh Thi Lich, Mien Tay Construction University, Vinh Long, Vietnam

Dinh Thi Lich with more than 10 years of consulting experience in international cooperation at Mien Tay Construction University, Vietnam; and 3 years of experience in teaching English for adults (15-40 years old) as well as for non-English majored students. Developing metacognitive awareness, basic interpersonal communicative skills (BICS), cognitive academic language proficiency (CALP), and some further different aspects of TESOL methodology are my research interests.

 

References

Agung, B., Syaefulloh, S., Ridwan, I. M., Mamun, A. M. H., Sumpena, D., & Yulianti Zakiah, Q. (2018). Google Form-Based Learning Assessment. Advances in Social Science, Education and Humanities Research, 253, 529-531.

Amalia, D. (2020). Quizizz Website as an Online Assessment for English Teaching and Learning: Students’ Perspectives. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(1), 1-8. https://doi.org/10.33394/joelt.v7i1.2638

Benson, R., & Brack, C. (2010). Online learning and assessment in higher education: A planning guide. Chandos Publishing.

Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Quantitative, Qualitative, and Mixed Methodologies. Oxford: Oxford University Press.

Dulock, H. L. (1993). Research Design: Descriptive Research. Journal of Pediatric Oncology Nursing, 10(4), 154–157. https://doi.org/10.1177/104345429301000406

Fitriyah, I. & Jannah, M. (2021). Online Assessment Effect in EFL Classroom: An Investigation on Students and Teachers’ Perceptions. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 265-284.

Trinh, H. L., Pham, D. L., Phan, V. V., & Nguyen, H. T. (2022). Factors Influencing Freshmen’s Acceptance of Online Learning: A Study at Hanoi University of Industry. International Journal of TESOL & Education, 2(5), 1–13. https://doi.org/10.54855/ijte.22251

Le, H. T. Q., & Nguyen, T. H. (2022). A study on Non-English Major Students’ Learner Autonomy: Difficulties and Solutions. International Journal of TESOL & Education, 2(3), 197–207. https://doi.org/10.54855/ijte.222313

Rahman, Abd. (2018). Building autonomous learners in English as a foreign language (EFL) Classroom. Proceedings of the International Conference on Education in Muslim Society (ICEMS 2017). International Conference on Education in Muslim Society (ICEMS 2017). https://doi.org/10.2991/icems-17.2018.44

Spivey, M. F., & McMillan, J. J. (2014). Classroom versus online assessment. Journal of Education for Business, 89(8), 450–456. https://doi.org/10.1080/08832323.2014.937676

Vagias, W. M. (2006). Likert-type scale response anchors. Clemson International Institute for Tourism & Research Development, Department of Parks, Recreation and Tourism Management. Clemson University, Clemson. http://www.clemson.edu/centers-institutes/tourism/documents/sample-scales.pdf

Downloads

Published

06-01-2023

How to Cite

Ho, L. T. P., Doan, N. A. H., & Dinh, T. L. (2023). An Investigation into The Online Assessment and The Autonomy of Non-English Majored Students in Vinh Long Province. ICTE Conference Proceedings, 3, 41–51. https://doi.org/10.54855/ictep.2334

Issue

Vol. 3 (2023): Proceedings of the 3rd International Conference of TESOL & Education

Section

Research Articles

License

Copyright (c) 2023 Ho Le Thanh Phuong, Doan Ngoc Anh Huy, Dinh Thi Lich

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the picte the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the proceedings' published version of the work (e.g., post it to an institutional repository, in a journal, or publish it in a book), with an acknowledgment of its initial publication in this proceedings.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process.