CONTEXTUAL INFLUENCES ON ASSESSMENT IDENTITY: VIETNAMESE EFL LECTURERS’ FORMATIVE ASSESSMENT PRACTICES IN THE MEKONG DELTA
Main Article Content
Abstract
This study examines how contextual factors shape the assessment identity of Vietnamese EFL university lecturers and the adaptive strategies they employ in formative assessment practices, drawing on the frameworks of Looney et al. (2018) and Xu and Brown (2016). The semi-structured interviews with 15 EFL lecturers from the Mekong Delta region were analyzed thematically within a qualitative research design, and two interrelated themes were identified: (1) assessment identities shaped by resource constraints, workload pressures, institutional policy tensions, and cultural values - particularly face-saving principles - that fundamentally affect feedback delivery and student interactions; and (2) lecturers’ professional resourcefulness in employing diverse methodologies, creative task design, selective technology integration, and student-responsive differentiation to enhance assessment effectiveness despite contextual limitations. Critically, the findings extend Looney et al.’s (2018) framework by demonstrating that cultural competence constitutes an integral additional dimension of assessment identity in Vietnamese EFL contexts, with assessment identity developing through continuous negotiation between pedagogical ideals and contextual realities, characterized by professional agency and creative problem-solving. These findings contribute to understanding professional identity development in resource-constrained settings and offer implications for designing professional development programs that build on lecturers’ practical strengths, address contextual adaptation strategies, develop cultural competence, and foster collaborative learning communities in similar EFL higher education contexts.
Keywords
assessment identity, formative assessment, EFL lecturers, cultural competence, Mekong Delta
Article Details
References
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https://dx.doi.org/10.24093/awej/vol12no2.19
Adie, L. (2017). The development of teacher assessment identity through participation in online moderation. In V. Klenowski (Ed.), In International Teacher Judgement Practices (pp. 101–116). Routledge. https://doi.org/10.4324/9781315651088
Anderson, L. W. (2003). Classroom Assessment: Enhancing the Quality of Teacher Decision Making. Routledge. https://doi.org/10.4324/9781410607140
Bachman, L., & Damböck, B. (2018). Language assessment for classroom teachers. Oxford University Press. https://elt.oup.com/catalogue/items/global/teacher_development/oxford_handbooks_for_language_teachers/9780194218399
Bazvand, A. D., Jalilzadeh, K., Farhady, H., & Sabzehparvar, A. (2025). Language assessment literacy of professional language testers: Implications for teacher education reform. System, 134, 103792. https://doi.org/10.1016/j.system.2025.103792
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
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brown, G. T. L., & Gao, L. (2015). Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes. Cogent Education, 2(1), 1–19. https://doi.org/10.1080/2331186X.2014.993836
Brown, G. T. L., & Harris, L. R. (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research, 2(1), 22–30. https://doi.org/10.14786/flr.v2i1.24
Brookhart, S. M. (2004). Classroom assessment: Tensions and intersections in theory and practice. Teachers College Record, 106(3), 429–458. https://doi.org/10.1111/j.1467-9620.2004.00346.x
Bui, H. P. (2023). Vietnamese university EFL teachers’ and students’ beliefs and teachers’ practices regarding classroom assessment. Language Testing in Asia, 13(1). https://doi.org/10.1186/s40468-023-00220-w
Carless, D. (2015). Excellence in University Assessment: Learning from award-winning practice (1st ed.). Routledge. https://doi.org/10.4324/9781315740621
Cao, T. H. P., & Pham, X. T. (2025). Formative assessment for self-regulated learning in English language education: student perspectives. VNU Journal of Foreign Studies, 41(6), 118–134. https://doi.org/10.63023/2525-2445/jfs.ulis.5509
DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419–438. https://doi.org/10.1080/0969594x.2010.516643
Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., & Klassen, R. M. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The teacher emotions scales (TES). Contemporary Educational Psychology, 46, 148–163. https://doi.org/10.1016/j.cedpsych.2016.05.003
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.).
Teachers College Press. https://www.scirp.org/reference/referencespapers?referenceid=3993797
Glazzard, J., & Stones, S. (2019). Student perceptions of feedback in higher education. International Journal of Learning, Teaching and Educational Research, 18(11), 38–52. https://doi.org/10.26803/ijlter.18.11.3
Graves, K., & Xu, S. (2000). Designing language courses: A guide for teachers. Heinle & Heinle. https://archive.org/details/designinglanguag0000grav
Greeno, J. G., & Gresalfi, M. S. (2008). Opportunities to learn in practice and identity. In D. C. Pullin, E. H. Haertel, J. P. Gee, L. J. Young, & P. A. Moss (Eds.), Assessment, Equity, and Opportunity to Learn (pp. 170–199). Cambridge University Press. https://doi.org/10.1017/CBO9780511802157.009
Guadu, Z. B., & Boersma, E. J. (2018). EFL instructors' beliefs and practices of formative assessment in teaching writing. Journal of Language Teaching and Research, 9(1), 42–50. https://doi.org/10.17507/jltr.0901.06
Guo, Q. (2025). Exploring teacher assessment conceptions in university EFL writing
instruction. SAGE Open, 15(1), 1–17. https://doi.org/10.1177/21582440251324746
Harmer, J. (2001). The Practice of English Language Teaching (3rd ed.). Longman. https://archive.org/details/practiceofenglis0000harm
Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, Corwin. https://doi.org/10.4135/9781452219493
Hidri, S. (2020). Language assessment literacy: Where to go? In S. Hidri (Ed.), Perspectives on language assessment literacy: Challenges for improved student learning (pp. 3–12). Routledge. https://doi.org/10.4324/9781003016083
Koh, K., Burke, L. E. C.-A., Luke, A., Gong, W., & Tan, C. (2018). Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design. Language Teaching Research, 22(3), 264–288. https://doi.org/10.1177/1362168816684366
Lam, H. T. L., Nguyen, S. V., & Nguyen, H. A. T. (2021). University lecturers’ task-based language teaching beliefs and practices. Education Sciences, 11(11), 748. https://doi.org/10.3390/educsci11110748
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310
Laveault, D., & Allal, L. (2016). Assessment for learning: Meeting the challenge of implementation. Springer. https://doi.org/10.1007/978-3-319-39211-0
Lei, W., & Lei, Z. (2025). Exploring EFL teachers’ beliefs and practices of formative assessment in Chinese context. Plos One, 20(9), e0333678. https://doi.org/10.1371/journal.pone.0333678
Lee, J., Goldenberg, N., & Williams, D. P. (2023). Three stakeholders’ reflections on language
assessment literacy. ELT Journal, 77(4), 383-392. https://doi.org/10.1093/elt/ccad026
Looney, A., Cumming, J., van Der Kleij, F, & Harris, K. (2018). Reconceptualising the role of teachers as assessors: Teacher assessment identity. Assessment in Education: Principles, Policy & Practice, 25(5), 442–467. https://doi.org/10.1080/0969594X.2016.1268090
Ly, T. B. P., & Phuong, H. Y. (2025). Examining EFL university lecturers’ self-perceived assessment roles in classroom formative assessment: A study in the Mekong Delta of Viet Nam. CTU Journal of Innovation and Sustainable Development, 17(2), 41–53. https://doi.org/10.22144/ctujoisd.2025.034
Mimirinis, M. (2019) Qualitative differences in academics’ conceptions of e-assessment. Assessment and Evaluation in Higher Education, 44(2), 233–248. https://doi.org/10.1080/02602938.2018.1493087
Monks, J., & Schmidt, R. M. (2011). The impact of class size on outcomes in higher education. The B.E. Journal of Economic Analysis & Policy, 11(1). https://doi.org/10.2202/1935-1682.2803
Nguyen, H. T., Fehring, H., & Warren, W. (2015). EFL teaching and learning at a Vietnamese university: What do teachers say? English Language Teaching, 8(1), 31–43. https://doi.org/10.5539/elt.v8n1p31
Nguyen, T. D. Q., & Khairani, A. Z. (2017). Reviewing the challenges of implementing formative assessment in Asia: The need for a professional development program. Journal of Social Science Studies, 4(1), 160-177. https://doi.org/10.5296/jsss.v4i1.9728
Ölmezer-Öztürk, E., & Aydin, B. (2019). Investigating language assessment knowledge of EFL teachers. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 602–620. https://doi.org/10.16986/huje.2018043465
O'Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406919899220
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. https://doi.org/10.1016/j.edurev.2017.08.004
Pastore, S. (2023). Teacher assessment literacy: A systematic review. Frontiers in Education, 8, 1217167. https://doi.org/10.3389/feduc.2023.1217167
Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and teacher education, 84, 128-138. https://doi.org/10.1016/j.tate.2019.05.003
Penuel, W. R., & Shepard, L. A. (2016). Assessment and teaching. In D. H. Gitomer & C. A. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 787–850). American Educational Research Association. https://ebooks.aera.net/HRTCH12
Pham, H. Q., & Nguyen, D. N. (2020). Restructuring the teacher education system in Vietnam. International Journal of Learning, Teaching and Educational Research, 19(4), 29-43. https://doi.org/10.26803/ijlter.19.4.3
Phan, T. T. H., & Hamid, M. O. (2017). Learner autonomy in foreign language policies in Vietnamese universities: An exploration of teacher agency from a sociocultural perspective. Current Issues in Language Planning, 18(1), 39–56. https://doi.org/10.1080/14664208.2016.1201231
Phuong, H.-Y., Nguyen, A.-T., Nguyen, H.-T., Pham, T.-T., Phan, Q.-T., Huynh, T.-A.-T., & Le, T.-T. (2024). The Impact of training Vietnamese EFL learners for self-assessment on writing performance. International Journal of Instruction, 17(2), 237–258. https://doi.org/10.29333/iji.2024.17214a
Sabah, S., & Du, X. (2018). University faculty’s perceptions and practices of student-centred learning in Qatar: Alignment or gap? Journal of Applied Research in Higher Education, 10(4), 514–533. https://doi.org/10.1108/JARHE-11-2017-0144
Saefurrohman, & Balinas, E. S. (2016). English teachers classroom assessment practices. International Journal of Evaluation and Research in Education (IJERE), 5(1), 82–92. https://doi.org/10.11591/ijere.v5i1.4526
Tomlinson, B. (2022). Materials development for language learning. In E. Hinkel (Ed.), Handbook of Practical Second Language Teaching and Learning (pp. 133-147). Routledge. https://doi.org/10.4324/9781003106609-11
Tran, H. (2022). A community of practice and its influence on Vietnamese EFL teachers' professional identities. [Doctoral thesis, Victoria University of Wellington]. https://doi.org/10.26686/wgtn.21101797
Tran, L. T., & Nguyen, H. T. (2018). Internationalisation of higher education in Vietnam through English medium instruction (EMI): Practices, tensions and implications for local language policies. In Multilingual Education Yearbook 2018: Internationalization, Stakeholders & Multilingual Education Contexts (pp. 91-106). https://doi.org/10.1007/978-3-319-77655-2_6
Ulla, M. B. (2024). Exploring early-career EFL teachers’ engagement in professional learning:
Teaching beliefs and professional values. RELC Journal, 55(2), 454–467.
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