Nghiên cứu nhận thức của giáo viên về việc đánh giá kỹ năng nói tiếng Anh trong lớp học=An investigation into EFL teachers’ perceptions of in-class English speaking assessment

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Tác giả: Hồ Hoàng Thủy Nguyễn, Thị Thanh Nga Trần

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: TC Nghiên cứu nước ngoài – Đại học Quốc gia Hà Nội, 2018

Mô tả vật lý: tr.125-139

Bộ sưu tập: Metadata

ID: 474521

Thêm vào giỏ

Nghiên cứu này được thực hiện nhằm khám phá nhận thức của giáo viên về việc đánh giá kĩ năng nói tiếng Anh trong lớp học ở các khía cạnh sau hiểu biết chung của giáo viên về đánh giá kĩ năng nói, nhận thức của giáo viên về một số hoạt động được sử dụng và về các công việc của họ liên quan đến đánh giá kĩ năng nói tiếng Anh trong lớp học ở một số trường THPT tại Quảng Trị. Dữ liệu được thu thập từ 42 phiếu điều tra và 5 cuộc phỏng vấn với các giáo viên tiếng Anh tại nhiều trường THPT khác nhau tại Quảng Trị. Kết quả nghiên cứu cho thấy nhận thức của giáo viên về việc đánh giá kĩ năng nói tiếng Anh trong lớp học nhìn chung khá phù hợp
tuy nhiên, giáo viên vẫn còn thiếu kiến thức về việc sử dụng bộ tài liệu học tập (portfolios) như là một hoạt động có thể dùng để đánh giá kỹ năng nói và các thầy cô cũng cần có thêm hướng dẫn để áp dụng hình thức học sinh tự đánh giá kĩ năng nói của bản thân.The study was conducted to explore EFL teachers’ perceptions of in-class English speaking assessment. The constructs of teachers’ perceptions investigated in the current research included their general understanding of speaking assessment, the task types of in-class speaking assessment, and the teachers’ work involved in the assessment implementation. Questionnaire and interview were employed as data collection instruments of the study. Forty-two EFL teachers at different high schools in Quang Tri, Vietnam responded to the questionnaire and then five of them participated in the subsequent interview sessions. The findings revealed that the teachers’ perceptions of in-class English speaking assessment in terms of three investigated aspects were generally appropriate. Nonetheless, the teachers showed their limited knowledge about oral portfolios as a speaking assessment type
they also articulated their need for more instruction on how to implement self-assessment as a type of English speaking assessment.

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