FORMATIVE ASSESSMENT FOR SELF-REGULATED LEARNING IN ENGLISH LANGUAGE EDUCATION: STUDENT PERSPECTIVES
Main Article Content
Abstract
Formative assessment (FA) is recognized for its potential to foster self-regulated learning (SRL). However, learner perspectives in exam-oriented English classrooms remain underexplored. This study investigates how English language teachers’ formative assessment practices activate or constrain SRL mechanisms among students in two Vietnamese university settings. Using a qualitative descriptive design, the data were collected from 48 reflection papers and 12 semi-structured interviews and analyzed through content analysis guided by Gu’s (2021) FA cycle. The findings indicated that formative practices, such as clarifying learning intentions, eliciting meaningful evidence, and providing actionable feedback supported key SRL mechanisms, including metacognitive awareness, strategic adaptation, and increased learner autonomy. However, opportunities for peer and self-feedback, revision, and follow-up actions were inconsistent, particularly in classrooms shaped by summative, exam-driven practices. These conditions were found to limit students’ ability to interpret feedback, regulate their learning, or sustain improvement. The study argues that FA’s potential to support SRL depends on the coherence with which teachers implement the full FA cycle. It also depends on the teachers’ language assessment literacy required to cultivate dialogic, student-centered formative feedback practices. Implications are offered for teacher education and curriculum reform in exam-oriented EFL contexts.
Keywords
formative assessment, self-regulated learning, teacher education, Vietnamese English Language classroom, assessment reform
Article Details
References
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Berry, R. (2011). Assessment trends in Hong Kong: Seeking to establish formative assessment in an examination culture. Assessment Reform in Education: Policy and Practice, 18(2), 199–211. https://doi.org/10.1080/0969594X.2010.527701
Black, P., & Wiliam, D. (2005). Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices. The Curriculum Journal, 16(2), 249–261. https://doi.org/10.1080/09585170500136218
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Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in confucian-heritage settings. Routledge.https://doi.org/10.4324/9780203128213
Cheong, Y.-Y. (2018). Assessment in Singapore: Perspectives for classroom practice. Assessment in Education: Principles, Policy & Practice, 25(6), 678–682. https://doi.org/10.1080/0969594X.2017.1309354
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205–249. https://doi.org/10.1007/s10648-011-9191-6
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (Fifth edition). SAGE. (Paperback), ISBN 978-1506386706
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Hill, K., & McNamara, T. (2012). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing, 29(3), 395–420. https://doi.org/10.1177/0265532211428317
Hill, K. (2012). Classroom-based assessment in the school foreign language classroom. Peter Lang. https://www.peterlang.com/document/1047246
Kaur, K. (2021). Formative assessment in English language teaching: Exploring the enactment practices of teachers within three primary schools in Singapore. Asia Pacific Journal of Education, 41(4), 695–710. https://doi.org/10.1080/02188791.2021.1997707
Lam, R. (2014). Promoting self-regulated learning through portfolio assessment: Testimony and recommendations. Assessment & Evaluation in Higher Education, 39(6), 699–714. https://doi.org/10.1080/02602938.2013.862211
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Leung, C. (2013). Classroom-based assessment issues for language teacher education. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 1510–1519). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118411360.wbcla064
Li, J., & Gu, P. Y. (2024). Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme. System, 125, 103414. https://doi.org/10.1016/j.system.2024.103414
Mak, P., & Wong, K. M. (2018). Self-regulation through portfolio assessment in writing classrooms. ELT Journal, 72(1), 49–61. https://doi.org/10.1093/elt/ccx012
MOET. (2003). Decision 50 issued by MOET of Vietnam on language assessment. Ministry of Education of Vietnam. https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-50-2003-QD-BGDDT-Chuong-trinh-mon-Tieng-Anh-Tin-hoc-bac-tieu-hoc-23435.aspx
MOET. (2016, July). Dispatch 4235: Instruction of assessing for communicative competence: Số: 4235/BGDĐT-GDTrH V/v Hướng dẫn thực hiện nhiệm vụ giáo dục trung học năm học 2016-2017. Ministry of Education of Vietnam. https://thuvienphapluat.vn/cong-van/Giao-duc/Cong-van-4235-BGDDT-GDTrH-huong-dan-nhiem-vu-giao-duc-trung-hoc-2016-2017-327249.aspx
MOET. (2018). English language curriculum (issued with the circular no. 32/2018/TT-BGDDT dated 26 December 2018 of the Minister of Education and Training). Ministry of Education of Vietnam. https://thuvienphapluat.vn/van-ban/Giao-duc/Circular-32-2018-TT-BGDDT-promulgating-general-education-program-519827.aspx
Ngo, M. T., & Tran, L. T. (2024). Current English Education in Vietnam: Policy, Practices, and Challenges. In T. L. H. Nghia, L. T. Tran, & M. T. Ngo (Eds.), English Language Education for Graduate Employability in Vietnam (pp. 49–69). Springer Nature. https://doi.org/10.1007/978-981-99-4338-8_3
Ngo, X. M. (2024). English assessment in Vietnam: Status quo, major tensions, and underlying ideological conflicts. Asian Englishes, 26(1), 280-292. https://doi.org/10.1080/13488678.2022.2132128
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., Brown, G., & Courtney, M. (2014). Teachers’ reasons for using self-assessment: A survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21(4), 365–383. https://doi.org/10.1080/0969594X.2014.919247
Rea-Dickins, P. (2007). Classroom-based assessment: Possibilities and pitfalls. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 505–520). Springer US. https://doi.org/10.1007/978-0-387-46301-8_36
Shabani, K., & Hui, S. K. F. (2016). Implications of Vygotsky’s sociocultural theory for second language (L2) assessment. Cogent Education, 3(1), 1242459. https://doi.org/10.1080/2331186X.2016.1242459
Teng, L. S., & Zhang, L. J. (2022). Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions. Applied Linguistics, 43(3), 587–595. https://doi.org/10.1093/applin/amab032
Tian, W., Le, H. D., & Nguyen, T. N. (2023). Vietnamese university EFL teachers’ practices and literacy in classroom assessment: A sociocultural perspective. System, 116, 103066. https://doi.org/10.1016/j.system.2023.103066
Wiliam, D. (2018). Assessment for learning: Meeting the challenge of implementation. Assessment in Education: Principles, Policy & Practice, 25(6), 682–685. https://doi.org/10.1080/0969594X.2017.1401526
Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39–49. https://doi.org/10.1016/j.system.2019.01.004
Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228–260. https://doi.org/10.1080/0969594X.2021.1884042
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Andrade, H. L., Bennett, R. E., & Cizek, G. J. (Eds.). (2019). Handbook of Formative Assessment in the Disciplines (1st ed.). Routledge. https://doi.org/10.4324/9781315166933
Andrade, H. L., & Heritage, M. (2017). Using formative assessment to enhance learning, achievement, and academic self-regulation. Routledge. https://doi.org/10.4324/9781315623856
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678
Berry, R. (2011). Assessment trends in Hong Kong: Seeking to establish formative assessment in an examination culture. Assessment Reform in Education: Policy and Practice, 18(2), 199–211. https://doi.org/10.1080/0969594X.2010.527701
Black, P., & Wiliam, D. (2005). Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices. The Curriculum Journal, 16(2), 249–261. https://doi.org/10.1080/09585170500136218
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
Brooks, C., Burton, R., van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., & Neill, S. (2021). Teachers activating learners: The effects of a student-centred feedback approach on writing achievement. Teaching and Teacher Education, 105, 103387. https://doi.org/10.1016/j.tate.2021.103387
Cao, T. H. P., & Pham, X. T. (August 2024). Formative assessment and self-regulated English language learning: A case study from two Vietnamese Teacher Training Universities. Paper pressented at VietTESOL International Conference 2024, Ho Chi Minh City, Vietnam.
Carless, D. (2011). From testing to productive student learning: Implementing formative assessment in confucian-heritage settings. Routledge.https://doi.org/10.4324/9780203128213
Cheong, Y.-Y. (2018). Assessment in Singapore: Perspectives for classroom practice. Assessment in Education: Principles, Policy & Practice, 25(6), 678–682. https://doi.org/10.1080/0969594X.2017.1309354
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205–249. https://doi.org/10.1007/s10648-011-9191-6
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (Fifth edition). SAGE. (Paperback), ISBN 978-1506386706
Gan, L., & Lam, R. (2022). A Review on Language Assessment Literacy: Trends, Foci and Contributions. Language Assessment Quarterly, 19(5), 503–525. https://doi.org/10.1080/15434303.2022.2128802
Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68, 100955. https://doi.org/10.1016/j.stueduc.2020.100955
Gu, P. Y. (2021). Classroom-based formative assessment. Foreign Language Teaching and Research Press. (Paperback), ISBN 978-7-5213-2450-1
Gu, P. Y., & Lam, R. (2023). Developing Assessment Literacy for Classroom-Based Formative Assessment. Chinese Journal of Applied Linguistics, 46(2), 155–161. https://doi.org/10.1515/CJAL-2023-0201
Hattie, J., & Clarke, S. (2019). Visible learning: Feedback (first published). Routledge. https://www.routledge.com/Visible-Learning-Feedback/Hattie-Clarke/p/book/9781138599895
Hill, K., & McNamara, T. (2012). Developing a comprehensive, empirically based research framework for classroom-based assessment. Language Testing, 29(3), 395–420. https://doi.org/10.1177/0265532211428317
Hill, K. (2012). Classroom-based assessment in the school foreign language classroom. Peter Lang. https://www.peterlang.com/document/1047246
Kaur, K. (2021). Formative assessment in English language teaching: Exploring the enactment practices of teachers within three primary schools in Singapore. Asia Pacific Journal of Education, 41(4), 695–710. https://doi.org/10.1080/02188791.2021.1997707
Lam, R. (2014). Promoting self-regulated learning through portfolio assessment: Testimony and recommendations. Assessment & Evaluation in Higher Education, 39(6), 699–714. https://doi.org/10.1080/02602938.2013.862211
Le, V. C. (2024). English in Vietnam. In A. J. Moody (Ed.), The Oxford Handbook of Southeast Asian Englishes (1st ed., pp. 339–358). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780192855282.013.18
Leung, C. (2004). Developing formative teacher assessment: Knowledge, practice, and change. Language Assessment Quarterly, 1(1), 19–41. https://doi.org/10.1207/s15434311laq0101_3
Leung, C. (2013). Classroom-based assessment issues for language teacher education. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 1510–1519). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118411360.wbcla064
Li, J., & Gu, P. Y. (2024). Formative assessment for self-regulated learning: Evidence from a teacher continuing professional development programme. System, 125, 103414. https://doi.org/10.1016/j.system.2024.103414
Mak, P., & Wong, K. M. (2018). Self-regulation through portfolio assessment in writing classrooms. ELT Journal, 72(1), 49–61. https://doi.org/10.1093/elt/ccx012
MOET. (2003). Decision 50 issued by MOET of Vietnam on language assessment. Ministry of Education of Vietnam. https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-50-2003-QD-BGDDT-Chuong-trinh-mon-Tieng-Anh-Tin-hoc-bac-tieu-hoc-23435.aspx
MOET. (2016, July). Dispatch 4235: Instruction of assessing for communicative competence: Số: 4235/BGDĐT-GDTrH V/v Hướng dẫn thực hiện nhiệm vụ giáo dục trung học năm học 2016-2017. Ministry of Education of Vietnam. https://thuvienphapluat.vn/cong-van/Giao-duc/Cong-van-4235-BGDDT-GDTrH-huong-dan-nhiem-vu-giao-duc-trung-hoc-2016-2017-327249.aspx
MOET. (2018). English language curriculum (issued with the circular no. 32/2018/TT-BGDDT dated 26 December 2018 of the Minister of Education and Training). Ministry of Education of Vietnam. https://thuvienphapluat.vn/van-ban/Giao-duc/Circular-32-2018-TT-BGDDT-promulgating-general-education-program-519827.aspx
Ngo, M. T., & Tran, L. T. (2024). Current English Education in Vietnam: Policy, Practices, and Challenges. In T. L. H. Nghia, L. T. Tran, & M. T. Ngo (Eds.), English Language Education for Graduate Employability in Vietnam (pp. 49–69). Springer Nature. https://doi.org/10.1007/978-981-99-4338-8_3
Ngo, X. M. (2024). English assessment in Vietnam: Status quo, major tensions, and underlying ideological conflicts. Asian Englishes, 26(1), 280-292. https://doi.org/10.1080/13488678.2022.2132128
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Panadero, E., Brown, G., & Courtney, M. (2014). Teachers’ reasons for using self-assessment: A survey self-report of Spanish teachers. Assessment in Education: Principles, Policy & Practice, 21(4), 365–383. https://doi.org/10.1080/0969594X.2014.919247
Rea-Dickins, P. (2007). Classroom-based assessment: Possibilities and pitfalls. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 505–520). Springer US. https://doi.org/10.1007/978-0-387-46301-8_36
Shabani, K., & Hui, S. K. F. (2016). Implications of Vygotsky’s sociocultural theory for second language (L2) assessment. Cogent Education, 3(1), 1242459. https://doi.org/10.1080/2331186X.2016.1242459
Teng, L. S., & Zhang, L. J. (2022). Can Self-Regulation be Transferred to Second/Foreign Language Learning and Teaching? Current Status, Controversies, and Future Directions. Applied Linguistics, 43(3), 587–595. https://doi.org/10.1093/applin/amab032
Tian, W., Le, H. D., & Nguyen, T. N. (2023). Vietnamese university EFL teachers’ practices and literacy in classroom assessment: A sociocultural perspective. System, 116, 103066. https://doi.org/10.1016/j.system.2023.103066
Wiliam, D. (2018). Assessment for learning: Meeting the challenge of implementation. Assessment in Education: Principles, Policy & Practice, 25(6), 682–685. https://doi.org/10.1080/0969594X.2017.1401526
Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39–49. https://doi.org/10.1016/j.system.2019.01.004
Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228–260. https://doi.org/10.1080/0969594X.2021.1884042
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2