The effects of formative assessments on listening skills performance of non english major students at a university in ho chi minh city

INTRODUCTION

Background to the study

Listening is a vital component of learning a foreign language and significantly impacts teaching and learning in language classrooms As Croom (1998) emphasizes, effective communication is impossible without strong listening skills Despite its importance, listening is often overlooked in language education and is considered one of the most challenging skills to teach, as noted by Vandergrift (2007) Consequently, listening frequently receives inadequate attention in classroom settings.

In the early stages of English Language Teaching (ELT), listening was primarily utilized to introduce new grammar through model dialogues To teach listening skills effectively, educators employ various strategies, including top-down processing, bottom-up processing, and interactive processing Research indicates that implementing these listening strategies significantly enhances students' listening abilities (Nunan, 1995; Peterson, 1991; Willis, 1981) Notably, bottom-up and top-down strategies are among the most commonly used for extracting essential information, as highlighted by Celce-Murcia & Olshtain (2000) Additionally, assessing context and the speaker's intention further aids in developing effective listening skills.

Many freshmen majoring in fields other than English linguistics struggle with English listening skills and tests due to insufficient training in these areas during their earlier education The focus on grammar, vocabulary, reading, and writing in public schools, aimed primarily at passing exams, leaves students lacking in listening abilities (Vu & Shah, 2016) Additionally, the lack of motivation to engage with English, as it is not their primary field of study, leads to a lack of effort in learning the language (Huynh et al., 2021).

To enhance listening skills, various strategies, particularly formative assessments, are gaining traction globally, especially in the context of English education in Vietnam Research indicates that formative assessments significantly impact students' learning outcomes and serve as a motivational tool in the classroom Therefore, it is essential to explore how formative assessments influence EFL learners' listening skills and their attitudes towards this approach in teaching and learning English listening skills.

Aim of the study

This research investigates the impact of formative assessment on A2 level students' listening skills at a university in Ho Chi Minh City, aiming to determine improvements in learning outcomes and students' attitudes towards formative assessment The study involves 122 students across four classes, divided into control and experimental groups, all taught by the same instructors in a consistent learning environment A pretest establishes participant homogeneity, followed by the classification into groups The experimental group receives formative assessments and progress tests after each unit, while the control group undergoes summative assessments At the course's conclusion, both groups take a posttest to compare results, and a survey assesses the influence of formative assessment on the experimental group's learning attitudes.

Research questions

This research investigates the impact of formative assessment on the listening skills of university students majoring in fields other than English linguistics The study aims to answer specific questions related to this effect, highlighting the significance of formative assessment in enhancing listening performance among non-English majors.

Research question 1: To what extent do formative assessments affect the EFL students’ listening performance?

Research question 2: What is the students’ attitude toward the use of formative assessment in learning listening skills?

Significance of the study

This study enhances the understanding of formative assessment in Vietnam, highlighting its underexplored benefits in the context of teaching English as a second language Despite existing research, there remains a significant gap regarding its application in developing listening skills, which are often considered the most challenging aspect of English learning Many Vietnamese students, particularly those from provinces with over five years of English study focused primarily on grammar and reading, struggle with listening comprehension at the university level To address this challenge, frequent motivation is essential for students to improve their listening abilities The study advocates for the implementation of regular formative assessments to engage students and suggests that a balanced approach combining formative and summative assessments can greatly enhance their learning experience.

Organization of thesis chapters

This thesis is organized into five chapters: Chapter 1 outlines the study's background and rationale, while Chapter 2 presents a literature review that establishes the theoretical framework Chapter 3 details the research methodology, including the methods, participants, and instruments used In Chapter 4, the researcher analyzes the data and discusses the impact of formative assessment on student performance and attitudes Finally, Chapter 5 concludes by synthesizing the findings from the analysis.

LITERATURE REVIEW

Formative assessment

Defining key constructs in research is crucial for both the research process and its practical application Unclear definitions hinder the ability to accurately document effectiveness, making it difficult to implement findings in specific settings (Black & Wiliam, 2004; Bennett).

2011) The definition of FA and other relevant terms will be examined and compared in this section in order to lay the foundation for the rest of the thesis.

Recent trends highlight the growing significance of formative evaluation over summative assessment in research, leading to increased attention and extensive studies on formative assessment This approach is often referred to by various names, such as classroom assessment, learner-centered assessment, ongoing assessment, assessment for learning, and alternative assessment However, this study will focus specifically on formative assessment to provide a clearer understanding of the concept.

Formative assessment, first introduced by Scriven in 1967, gained prominence in 1998 when Black and Wiliam defined it as activities by teachers and students that provide feedback to enhance teaching and learning Bell and Cowie (2001) emphasized its role in recognizing and responding to student learning to improve outcomes Clarke (2005) described formative assessment as a tool for measuring student understanding rather than a mere evaluation at the end of instruction Looney (2005) noted that it involves frequent, interactive evaluations that identify areas for improvement, allowing teachers to adjust their instruction Black (2003) and Stiggins (2006) referred to it as "assessment for learning," focusing on current student learning stages Colby-Kelly and Turner (2007) highlighted its role in interpreting evidence to guide instructional decisions Cauley and McMillan (2010) defined it as a process that uses assessment evidence to inform instructional changes Wiliam (2011) offered a focused definition, stating that formative assessment is effective when it helps educators make informed decisions about future instructional steps Nguyen (2018) reiterated that formative assessment is conducted throughout the instructional process to identify student needs and improve learning outcomes.

In this section, the researcher defines formative assessment as a process conducted at the end of each unit to boost student motivation and provide feedback aimed at improving listening performance through test scores This approach aligns with the previously discussed characteristics of formative assessment, which are tailored to the teaching and learning context Key characteristics of the formative assessments used in this study include their focus on ongoing feedback and enhancement of student engagement.

(1) It provides feedback to students

(2) It provides instructional adjustments or corrections

(3) It identifies the student's current knowledge/ skills and the necessary steps for reaching desired goals

(5) It includes feedback that is non-evaluative, specific, timely, related to learning goals, and provides opportunities for the student to revise and improve work products and deepen understanding

Brown and Abeywickrama (2010) highlight that the performance of receptive skills like listening and reading is not directly observable; only the outcomes can be measured Consequently, the researcher opts for progress tests at the end of each lesson instead of alternative formative assessments such as portfolios, observations, peer feedback, or self-assessment.

Teachers evaluate a student's competence by closely observing their performance To accurately measure students' abilities, it is essential for educators to use formative assessments alongside summative tests By triangulating multiple performances throughout the teaching process, teachers can gain a comprehensive understanding of each learner's skills.

Formative assessments should be designed with a clear and concise aim to enhance students' learning outcomes Black and William (1998) identified five key features of formative assessment that contribute to its effectiveness.

(1) It is a process, not simply a specific test or other assessment

(2) It is undertaken by teachers and students

(4) It provides feedback to students

(5) It provides instructional adjustments or corrections

In 2006, Shepard described a more detailed list of the key characteristics of formative assessment as below:

(1) Requires students to take responsibility for their own learning

(2) Communicates clear, specific learning goals

(3) Focuses on goals that represent valuable educational outcomes with applicability and beyond the learning context

(4) Identifies the student's current knowledge/ skills and the necessary steps for reaching the desired goals

(5) Requires development of plans for attaining the desired goals

(6) Encourages students to self- monitor progress towards their learning goals

(7) Provides examples of learning goals including, when relevant, the specific grading criteria or rubrics that will be used to evaluate the students' work

(8) Provide frequent assessment, including peer and student self- assessment and assessment embedded within learning activities

(9) Includes feedback that is non-evaluative, specific, timely, related to learning goals, and provides opportunities for the student to revise and improve work products and deepen understanding

(10) Promotes metacognition and reflection by students on their work

Wiliam (2011) also continued listing six of commands involving formative assessment as followed

(1) It describes the function of evidence from the assessment that really matters

(2) Involves teachers, learners, or their peers to make decisions

(3) Focus is on the decisions made based on the data

(4) Focus is on the resulting action

(5) Focus is on the next instructional steps

(6) May or may not change the course of action

Formative assessment theories highlight the importance of data-driven instruction, urging classroom instructors to make informed decisions about frequent in-class assessments This approach requires educators to be more intentional and strategic in their instructional planning and execution.

The influential study "Inside the Black Box" by Black and William (1998) highlights the significant impact of formative assessment on student improvement and effective classroom implementation It emphasizes that when conducted properly, formative assessment can enhance student achievement, particularly with adequate support and guidance Additionally, renowned educator Brown (2004) notes that formative assessment plays a crucial role in helping students develop their competencies and skills, with a focus on the continuous development of their language abilities.

Formative assessment is a crucial component of the English language teaching and learning process, serving as a continuous tool for evaluating student progress and tailoring instructional strategies to individual needs According to Wiliam and Thompson (2007), it occurs throughout the learning cycle rather than at the end of a unit, allowing for ongoing monitoring and timely feedback This student-centered approach recognizes the unique learning styles and abilities of each student, avoiding a one-size-fits-all methodology Moreover, formative assessment aims to enhance student performance by identifying areas for improvement and developing targeted strategies It provides specific feedback rather than mere grades, offering a comprehensive analysis of strengths and weaknesses to guide future learning.

Figure 1 Aspects of Formative Assessment (Wiliam & Thompson, 2007)

Formative assessment, as highlighted by Black & Wiliam (2009), is designed to provide students with clear objectives and outcomes of instruction This approach enables students to evaluate their current understanding in relation to these goals and offers them the necessary tools to close the gap between their present performance and the desired outcomes.

1, Black and William classified five main types of formative assessment tasks which are:

(1) Sharing success criteria with learners

(4) Peer-assessment and self-assessment

(5) Formative use of summative test

Black and William (2009) outline five tasks that align with Willam and Thompson's formative assessment paradigm, highlighting the importance of effective classroom discussions and questioning to gauge student understanding They emphasize that feedback, particularly through comments only marking, is crucial for student advancement The roles of activating students as instructional resources for each other and as owners of their own learning are facilitated through peer and self-evaluation They also note that the formative use of summative tests, while more challenging, can provide valuable feedback that enhances learning and helps students understand the standards for success Teachers play a vital role in establishing clear goals, offering constructive feedback, and promoting peer and self-reflection, while students are expected to grasp learning objectives and assess their progress continuously In this study, teacher feedback is provided after unit progress tests, with less emphasis on peer and self-feedback.

The researcher will implement formative assessment activities, such as sharing success criteria, providing teacher feedback, and utilizing summative tests for formative purposes, as recommended by Black and William (2009) This section will outline these selected activities to provide a comprehensive understanding of the issue at hand.

At the beginning of the lesson, the teacher outlines the objectives and success criteria, either explaining them directly or collaborating with students to establish them This approach sets clear expectations for both the teacher and students, focusing on the lesson's content and the opportunities for linguistic engagement within the learning environment.

Encouraging students to learn with specific goals enhances their motivation and self-control, leading to increased engagement and perseverance in the classroom.

Formative assessment and teaching English listening

Listening is a crucial yet often overlooked skill in English language teaching and learning, as it is a receptive skill that cannot be easily observed Unlike writing, speaking, and reading, listening tends to receive less focus in educational settings (Flowerdew & Miller, 2005) Furthermore, learner enthusiasm, commitment, and persistence play vital roles in determining the success or failure of mastering this essential skill (Dornyei, 2002).

Teachers can leverage formative assessment to enhance students' listening skills and boost their motivation for learning By concentrating on the development of listening abilities, researchers can better understand the impact of formative assessment on the teaching and learning process.

Brown (2007) distinguishes between micro-skills and macro-skills in listening comprehension, where macro-skills focus on discourse-level organization and micro-skills pertain to sentence-level understanding Micro-skills require listeners to interpret intonation patterns, such as recognizing stress and rhythm.

1 Retain chunks of language of different lengths in short-term memory

2 Discriminate among the distinctive sounds of English

3 Recognize English stress patterns, words in stressed and unstressed positions, rhythmic structure, intonation contours, and their role in signaling information

4 Recognize reduced forms of words

5 Distinguish word boundaries, recognize a core of words, and interpret word order patterns and their significance

6 Process speech containing pauses, errors, corrections, and other performance variables

7 Process speech at different rates of delivery

8 Recognize grammatical word classes (nouns, verbs, etc.), systems (e.g., tense, agreement), patterns, rules, and elliptical forms

9 Detect sentence constituents and distinguish between major and minor constituents

10 Recognize that a particular meaning may be expressed in different grammatical forms

Richard (1983) and Brown (2007) identify two key aspects of micro listening that share similarities, focusing on four essential micro skills: sound discrimination, vocabulary recognition, keyword detection, and grammatical structure recognition To assess these skills, the researcher implements formative assessments through daily unit progress tests, which are crucial for first-year university students who possess the foundational knowledge to apply these skills effectively Mastering these micro skill components is vital for developing EFL listeners' listening abilities and preventing misunderstandings in comprehension.

According to the CEFR 3.3 Global scale in 2021, A2 level English speakers can understand common expressions and sentences related to personal information, shopping, local geography, and employment They can engage in simple conversations that require straightforward exchanges of information on familiar topics Additionally, they can effectively communicate aspects of their background, immediate surroundings, and urgent needs.

The Key English Test (KET), introduced by Cambridge Assessment English in 1994, is designed to meet specific English language proficiency criteria Its listening section consists of five parts, where candidates engage in various tasks, including selecting multiple-choice answers with accompanying images, completing a form, and matching responses after listening to five short texts.

The listening section of the test evaluates four key micro listening skills, with varying emphasis on each component across different parts In part one, sound discrimination, vocabulary recognition, and keyword detection are prioritized over grammatical structure Conversely, part three places greater importance on grammar than on sound discrimination Additionally, macro listening skills, which are more advanced and typically assessed at levels B1 or higher, should be considered for future research on advanced testing methodologies.

Table 2 The aspects of micro-listening skills that are assessed in Key

Part Requirement Listening micro skills which are assessed

1 Choosing multiple choices with given picture

4 Listening to five short texts

In this study on formative assessment, each unit progress test comprises five parts aimed at evaluating students' vocabulary, grammar, and conversational skills The first part assesses sound recognition, requiring students to listen and select the correct response to a statement Parts two and three focus on vocabulary, featuring activities like gap-filling and identifying the correct word from given clues Finally, parts four and five evaluate grammatical knowledge through sentence and text completion tasks.

Previous research studies

There are many studies about the application of formative assessment on teaching and assessing different aspects of language learning and teaching (Black & Wiliam, 1998; Leung & Mohan, 2004)

In 1999 and 2000, Black and Wiliam conducted research with 36 secondary school teachers to develop formative assessment strategies The teachers were first introduced to formative assessment concepts and then created personalized plans for implementation The research team observed classroom sessions, engaged in discussions with the teachers about their methodologies, and documented experiences through interviews and student group discussions The study's key findings revealed significant changes in questioning techniques, marking practices, peer and self-evaluation among students, and the utilization of summative assessments for formative purposes.

In a study conducted by Alshehri (2008) at a Saudi Arabian college, the focus was on the attitudes of both teachers and students regarding the alignment of summative assessments with formative assessments in the context of English language instruction for specific purposes.

This study analyzed 49 questionnaires—38 from students and 11 from professors—to assess the effects of formative evaluation and feedback on teaching and learning Findings revealed that while informal formative assessment was favored by ESP teachers, students preferred formal assessments and were generally reluctant to engage in them The use of formative assessment and feedback has the potential to immediately enhance teaching methods by reflecting the effectiveness of instructional strategies and enabling teachers to adjust their approaches to better suit student needs However, the reluctance of many teachers to modify their established practices limited the significant impact of these formative exercises.

Another study which was conducted by Cauley and McMillan (2009) titled

Formative assessment plays a crucial role in enhancing student motivation and achievement, as highlighted in the article "Formative Assessment Techniques to Support Student Motivation and Achievement." The authors provide a detailed overview of formative assessment principles and effective techniques, such as peer feedback and self-assessment, that can be implemented in the classroom They stress the importance of fostering a supportive classroom environment that encourages student engagement with formative assessment, leading to improved motivation and participation in the learning process Additionally, the literature review underscores the necessity of regular and consistent implementation of formative assessment to maximize its effectiveness Teachers are urged to identify students' areas of need and adapt their teaching strategies accordingly to meet learning requirements The article concludes with five key practices recommended for dedicated in-class instructors.

2 Offer feedback about progress toward meeting learning targets

3 Attribute student success toward mastery to moderate effort

5 Help students set attainable goals toward self-improvement

In short, Cauley and McMillan's literature review provides valuable insights into the benefits of using formative assessment techniques to support student learning and success

In 2011, Gikandi, Morrow, and Davis conducted a literature review on the impact of online formative assessment in higher education, revealing that effective online formative assessment promotes a learner-centered approach through constructive feedback and increased engagement in meaningful learning experiences They highlighted the significance of ongoing authentic assessment activities and interactive formative feedback as crucial elements that enhance the validity and reliability of online formative assessments.

In 2011, Kingston and Nash challenged the previously held belief regarding the strong impact of formative assessment on K–12 student progress, revealing that their findings may not be as reliable as once thought Their research included a thorough analysis of existing studies and a critical examination of their own meta-analysis methodology Concerns arose from the selection process of studies, the questionable quality of methodologies, and the inconsistent definitions of formative assessment, often lacking essential characteristics for effective practice These limitations undermined their conclusion that the average effect size of the studies analyzed was significantly smaller than other researchers had suggested To enhance the understanding of formative assessment's effects on student achievement, they recommended further research in this field.

In their study at a secondary school in Hong Kong, Lee and Coniam (2013) investigated how EFL teachers applied formative assessment for writing within a system that favored summative evaluation They identified factors that facilitated or obstructed this implementation through student surveys, interviews, pre- and posttests, and classroom observations The findings revealed that teachers enhanced their formative assessment practices by utilizing instructional scaffolding, aligning assessments with instruction, and providing assignment-specific feedback Collaboration among teachers, shared goals, and guidance from an experienced mentor in formative assessment were crucial for these improvements Additionally, the study noted that these collaborative efforts positively influenced teachers' perceptions of their professional development However, Lee and Coniam highlighted that the teachers faced challenges due to administrative pressures to maintain traditional practices, such as extensive corrective feedback and summative grading.

A thesis by Tran (2015) investigated learners' attitudes towards formative assessment in English writing, revealing that students held positive views on its application The study highlighted several benefits of formative assessment, including enhanced assessment skills, increased cooperation and critical thinking among students, improved learning autonomy, and opportunities for open discussions about writing quality Tran recommended extending the use of formative assessment beyond writing to encompass other areas of foreign language teaching, such as grammar, reading, listening, speaking, and overall classroom performance.

In 2018, Nguyen conducted a study on students' perceptions of formative assessment in English pronunciation classes in Ho Chi Minh City The research revealed that students viewed formative assessment as a collaborative evaluation process involving teachers, peers, and themselves, aimed at enhancing pronunciation and fostering awareness, responsibility, and motivation Additionally, despite recognizing both the advantages and disadvantages of the three formative assessment tasks, students maintained a positive attitude towards their implementation.

A study by Kerekovic (2020) explored the impact of formative assessment on student motivation and participation in a mechanical engineering graduate course, "The Business English for Engineers," which aimed to improve presentation skills Students actively engaged in presentations on engineering topics, receiving evaluations from peers, self-assessments, and instructor feedback, followed by group discussions Additionally, smaller assignments were completed in pairs or groups, with both presentations and tasks contributing to overall grades The findings from post-course questionnaires indicated that these formative activities significantly enhanced students' motivation and participation in class.

In a study conducted by Le (2021) at Dong Nai Technology University, the benefits of formative evaluation in teaching English and enhancing listening skills were explored The research involved 60 freshmen, aged 18 to 20, with non-English majors, who were divided into experimental and control groups Both groups received identical materials and instructional time, but the control group underwent standard instruction for eight weeks, while the experimental group received targeted treatment The study's quasi-experimental design allowed for a comparison of listening comprehension levels between the two groups Findings indicated that the use of formative evaluation significantly improved the listening abilities of students, marking a valuable addition to the existing literature on formative assessment's impact on listening skills.

This study aims to explore the impact of formative assessment on students' listening skills and their attitudes towards its implementation in learning Despite numerous studies on formative assessment, research specifically addressing its effects on listening skills remains limited.

Conceptual framework

In this study, the researcher adopted the conceptual framework from Nguyen & Nguyen (2020), which is based on the widely cited unified framework by Wiliam and Thompson (2007) While more recent formative assessment frameworks exist (Chong, 2017; Earl, 2010), Wiliam and Thompson's framework remains prominent due to its structured approach, which encompasses five main strategies to assess learners' current status, goals, and pathways for improvement This framework integrates Ramaprasad's (1983) three key processes of learning and teaching—identifying learners' current understanding, determining their learning objectives, and outlining necessary steps for progress—alongside the roles of teachers, peers, and students The five aspects of formative assessment are visually represented in the accompanying figure.

The conceptual framework developed by Nguyen and Nguyen (2020), based on Wiliam and Thompson's (2007) model, emphasizes two key strategies in formative assessment for pronunciation classes: teacher feedback and self-assessment Additionally, it addresses critical factors such as the participants involved, the timing, the setting, and the purpose of implementing formative assessment This comprehensive approach is visually represented in Figure 5.

Figure 3 Conceptual framework of formative assessment (Nguyen & Nguyen, 2020)

From the two frameworks, the researcher has arrived at the conceptual framework for the study, which is depicted in the figure below

Figure 4 The conceptual framework of the present study

To successfully implement this assessment in a classroom, the teacher must take into account the five essential components of formative assessment The following questions are a list of these crucial elements:

(1) Who should conduct a formative assessment?

(2) When should a formative assessment be conducted?

(3) Where should a formative assessment be conducted?

(4) Why should a formative assessment be conducted?

(5) How should a formative assessment be conducted?

This study utilizes formative assessment tasks recommended by William and Thompson (2007), which are well-defined and grounded in a robust theoretical framework These tasks, endorsed by Black and William (2007), are widely recognized among academics in the field and applied across various teaching and learning environments The research focuses on three specific formative assessment tasks: sharing success criteria with learners, providing teacher feedback, and utilizing summative tests formatively These tasks were selected due to the study's limitations, the nature of listening skills, and its specific objectives, adhering to the framework illustrated in Figure 6.

Research gap

Formative assessment has been shown to significantly enhance the teaching and learning of English, as evidenced by numerous studies (Black & Wiliam, 1998; Leung & Mohan, 2004; Black & Wiliam, 2000; Cauley & McMillan, 2009; Gikandi et al., 2011; Lee & Coniam, 2013; Tran, 2015; Nguyen, 2018; Kerekovic, 2020).

In 2021, limited research focused on teaching and learning receptive skills, particularly listening skills, for non-English major university students This study aims to address this gap in the existing literature.

RESEARCH METHODOLOGY

Research design

This research study employed a quasi-experimental approach to assess the effectiveness of formative assessment in enhancing English listening skills in Vietnam This method is particularly valuable when manipulating the independent variable is impractical or unethical, enabling comparisons between pre-existing groups exposed to different interventions (Campbell, 1957) Although quasi-experimental research lacks the control of traditional experiments, it offers significant insights into variable relationships and serves as a useful tool across various fields The study's design facilitated a comparison between the control and experimental groups, ensuring that the findings were reliable and applicable to other contexts.

A quasi-experimental approach was employed to measure the enhancement of students' English listening skills before and after implementing formative assessment techniques This measurement was crucial in evaluating the effectiveness of these techniques in boosting students' listening performance The study's findings indicate that formative assessment techniques significantly improve students' listening skills and positively influence their attitudes toward such assessments.

The study utilized a quasi-experimental approach alongside a survey conducted at the course's conclusion to evaluate learners' attitudes toward formative assessment This survey aimed to collect data on learners' perceptions regarding the effectiveness and usefulness of formative assessment techniques The findings revealed valuable insights into learners' attitudes and highlighted the potential of formative assessment in enhancing their listening skills.

The study effectively utilized a quantitative approach, yielding valuable data that supports the implementation of formative assessment techniques for teaching English listening skills in Vietnam Its robust design and methodology ensured the reliability and generalizability of the findings Furthermore, the insights into learners' attitudes toward formative assessment offer essential guidance for English teachers in Vietnam and comparable educational contexts.

Participants

A study was conducted at a language center within a university in Ho Chi Minh City, Vietnam, which specializes in teaching English to non-English major students To complete their standardized English programs, students must progress through six levels: English Foundation 1, English Foundation 2, English Foundation 3, English 1, English 2, and English 3, before officially starting their major courses Upon entering the university, students take a placement test to assess their English proficiency and enroll in an appropriate class.

A study involving 122 students across four classes focused on preparing for the KET (A2 level) over 75 periods within two months Participants, aged 18-19, were divided into a control group and an experimental group, each consisting of 62 students with A2 proficiency according to the Common European Framework of Reference (CEFR) Notably, none of the participants were English majors, and they shared similar socio-economic and educational backgrounds.

The language center features modern facilities and resources that foster student learning and development, providing a comfortable environment with experienced teachers who employ innovative teaching methods Its curriculum is tailored to accommodate diverse learning styles, focusing on enhancing essential language skills such as reading, writing, listening, and speaking Additionally, the center offers extracurricular activities that allow students to practice their language skills and engage with peers.

The study conducted at a language center in Ho Chi Minh City offers valuable insights into the effectiveness of the English language program for non-English majors These findings can enhance the quality of teaching and learning not only at the center but also in similar language institutions globally.

Sampling

This study utilized convenient sampling, a non-probability technique where participants were chosen based on their accessibility and availability The researcher opted for this method due to its speed, ease, cost-effectiveness, and efficiency in data collection Four A2-level classes were selected for the study, ensuring a convenient pool of participants.

Research instruments

In this study, the researcher employed a pretest and posttest to assess changes in test scores, alongside a 5-point Likert-type questionnaire completed by participants in the experimental group to evaluate their attitudes towards formative assessment Additionally, six progress tests were administered to the experimental group at the conclusion of each unit Detailed information regarding the instruments used, including timing and participant groupings, is presented in Figure 7, which also outlines the data analysis scheme.

Table 3 Research design in the study

A pretest At the beginning of the course

Both groups In the format of Key English

A posttest At the end of the course

Both groups In the format of Key English

A questionnaire At the end of the course

- A 5- point Likert type scale questionnaire

+Part 1: The unit progress tests

(6) +Part 2: Teacher’s feedback (5) +Part 3: Motivation (5)

At the end of each week

5 parts, 40 questions related to the lesson (listening, vocab, grammar)

Pretest and posttest research, as described by Stratton (2019), is a form of quasi-experimental design that evaluates a dependent variable before and after an intervention involving an independent variable If posttest scores exceed pretest scores, it can be inferred that the intervention was effective.

At the beginning of the study, students from both the experimental and control groups completed a pretest to assess their initial listening performance and establish a baseline At the end of the experiment, both groups took a posttest, which mirrored the pretest format Each test consisted of 25 items aligned with the Key English Test listening sections, developed by Cambridge University, and had a duration of thirty minutes.

The posttest evaluated the enhancement in listening performance among students in both groups, with results compared to pretest data to assess the intervention's impact on listening skills Ultimately, the study sought to measure the effectiveness of a targeted intervention on the listening abilities of students in the experimental group.

At the conclusion of the experiment, students in the experimental group completed a questionnaire utilizing a 5-point Likert scale to assess their attitudes toward the six formative tests used during the course The questionnaire comprised sixteen statements categorized into three key areas: the tests, teacher feedback, and student motivation These items were developed based on the Formative Assessment Framework (Buck & Trauth-Nare, 2009) and the Aspects of Formative Assessment (Black & Wiliam, 2009), with detailed information provided in Appendix 5.

The questionnaire comprised three key sections: the "Unit Progress Test," which featured six questions aimed at assessing students' attitudes towards these tests; the "Teacher's Feedback" section, containing five questions focused on students' perceptions of feedback received after the unit progress test; and the final part, "Motivation," which included five questions designed to evaluate students' motivation levels.

The progress tests, comprising five main sections, were designed to evaluate and aid students in reviewing vocabulary, grammar, pronunciation, and conversational skills At the conclusion of each unit, participants in the experimental groups completed a unit progress test featuring 40 questions related to the lesson The first part included 8 multiple-choice questions focused on conversational skills and pronunciation, while the second and third parts assessed vocabulary Grammar was evaluated in the fourth and fifth parts The tests primarily utilized various task types, including multiple-choice, sound-discrimination, communicative stimulus-response, gap-filling, and text-completion tasks.

The primary goal of progress tests is to motivate students and offer them opportunities to review their lessons while receiving valuable feedback from teachers Consequently, recording student scores from these tests is not essential for data analysis, as the focus is on enhancing engagement and participation.

Table 4 Aspects of language that are assessed in each unit progress test

Vocabulary Grammar Pronunciation Conversational skills

Past simple: negative and questions

-Did you -Sound and spelling: /ɔː/

- Saying excuse me and sorry on the train

Modal verbs -Can - can't - could- couldn't,

- Talking about health and how you feel at the gym

- Differences between present simple and present continuous

- Word stress in compound nouns;

- Choosing and paying for clothes at the shops

- The comparison between present perfect and past simple

- Asking for and expressing opinions

- going to - Syllables and word stress

- Checking in at a hotel collocations - Should/ shouldn't

Research procedure

The six-week experiment consisted of 18 sessions, with three two-hour sessions each week Both groups adhered to the same syllabus outlined in Appendix 4, and participants completed a pretest based on the A2 level Key English Test (Appendix 1) Throughout the study, both groups continued to follow the course syllabus, but the experimental group additionally took a unit progress test at the end of each week, resulting in a total of six mini tests for the six units covered.

Both groups received identical lessons in each session, but the experimental group took a unit progress test at the end of each unit to evaluate their understanding of the material Detailed in Appendix 3, this test provided valuable insights into students' comprehension Notably, after completing the test, the experimental group received their results and teacher feedback the following day, enabling them to identify knowledge gaps and adjust their learning strategies effectively.

In the experimental group, the teacher communicated the success criteria and displayed the syllabi outlining the desired learning outcomes, ensuring students understood the goals necessary for course completion Additionally, the teacher provided feedback after each progress test, returning the scored tests to students to highlight their mistakes and guide their improvement.

Table 5 Implementation of the experimental group and control group during the experiment

Experimental group Day Control group

To address two research questions, pre-tests, post-tests, and a questionnaire were utilized in the study Pre-tests assessed learners' proficiency prior to the experiment, ensuring that the English competence levels of the two groups were comparable If discrepancies were found in their English levels, additional pre-tests were conducted until the groups matched in listening skills The first research question examined improvements in the experimental group by comparing pre-test and post-test results To analyze differences in listening skills between the experimental and control groups, post-test results were also compared using an independent sample t-test Additionally, paired sample t-tests were employed to identify any statistical differences in pre-test and post-test results within each group.

The second study question focused on examining students' attitudes toward formative assessment in their learning process To validate the posttest findings, learners in the experimental group participated in a questionnaire regarding their feelings about the use of formative assessment throughout the course The survey aimed to determine if the students' attitudes aligned with their test results.

Data analysis scheme

The quantitative data analysis took place at distinct stages of the study Initially, pretest results were gathered at the course's onset, followed by an Independent t-test to assess significant differences in English proficiency between the two groups Subsequently, posttest data were collected at the course's conclusion to evaluate the outcomes.

Instruments Data analysis Subjects Time Purpose

At the beginning of the course

To check the homogeneity in English level between the two groups

- Dependent t- test (paired sample t-test)

At the end of the course

-To find out whether there are any significant difference after taking the course in both groups

- To find out which group has better result after the the course

At the end of the course

- To check the validity of the questionnaire

- To find out students’ attitude toward the use of formative assessment in the experimental group

Not being analyzed in this study

At the end of each week

Not being analyzed in this study

To address research question 1, three comparisons were made to analyze differences in test results Initially, a paired sample t-test was employed to assess changes in students' learning outcomes by comparing pretest and posttest scores within each group Subsequently, an independent t-test was utilized to identify which group demonstrated greater improvement by evaluating the significant differences in posttest results between the two groups.

To address research question 2, Cronbach’s Alpha was employed to validate the questionnaire's reliability Subsequently, Descriptive Statistics were utilized to summarize the key characteristics of the data, including measures like mean, median, and mode, along with variability indicators such as range and standard deviation This approach offers a comprehensive overview of the data and helps identify potential patterns or trends.

RESULTS AND DISCUSSION

Results

This chapter presents a comprehensive analysis of the data collected, focusing on two key research questions: the impact of formative assessment on students' listening performance and their attitudes toward its use in English learning The researcher discusses the findings in relation to these aspects, providing insights into how formative assessment influences both student performance and attitudes.

4.1.1 Results of the pretest and the posttest

The SPSS 20 (Statistical Package for Social Sciences) program was utilized for data analysis, where descriptive statistics were calculated to compare pretest and posttest results of both the experimental and control groups An independent sample t-test was performed to evaluate differences between the groups, while a dependent samples t-test assessed changes within each group The significance of the t-value and two-tailed p-values was analyzed to determine the statistical relevance of the findings.

Table 7 Comparison between pretest and posttest of the experimental and control group in terms of mean values

Table 1 presents the mean scores of the pretest and posttest for both control and experimental groups Initially, the control group's mean score was 9.13, while the experimental group scored 9.43, indicating similar performance before the experiment After the courses concluded, the posttest results revealed a notable difference, with the experimental group achieving a mean score of 11.80, compared to the control group's 9.79 To analyze these results, independent and paired sample t-tests were utilized, with a total of 122 participants The critical t value for comparing the two groups was 1.98, and for pretest and posttest comparisons within each group, it was 2.0 The p-values for each group were assessed against an alpha value of 0.05 to determine significant differences.

4.1.1.1 Comparison of the pretest results between two groups

The pretest is essential for assessing learners' initial levels before starting a course Results from table 2 reveal no significant difference between the experimental and control groups, with a t-value of 45 and a p-value of 66 Since the t-value exceeds the critical t-value of 1.98 (df=120) and the p-value is greater than the alpha level of 0.05, it confirms that both groups had comparable pretest scores, indicating they entered the course at the same level.

Table 8 Comparison of the results of the pretest between the experimental group and the control group

Error Mean df t- value p- value

Establishing that both groups had the same initial skill level is crucial for attributing any differences in learning outcomes to the instructional treatment applied during the experimental phase The pretest results serve as a baseline, allowing for a comparison with posttest results to assess the effectiveness of the instructional methods used.

The findings from Table 2 indicate that both the experimental and control groups started with equivalent entrance levels at the course's outset This is significant as it establishes a baseline for evaluating the learning outcomes of both groups following the experimental phase of the study.

4.1.1.2 Control group: Comparison of the pretest and posttest

Table 9 Comparison of the results between the pretest and the posttest in the control group

Error Mean df t-value p-value

The pretest and posttest results for the control group indicate a significant improvement in student performance, supported by a p-value of 001 and a t-value of 3.37 Since the p-value is below the alpha level of 0.05, and the critical t-value for df=60 is 2.0, which is lower than the calculated t-value, it can be concluded that the controlled group demonstrated enhanced listening skills This suggests that traditional teaching methods may be equally effective in improving students' listening performance compared to alternative approaches.

4.1.1.3 Experimental group: comparison of the pretest and posttest

Table 10 Comparison of the results between the pretest and the posttest in the experimental group

Deviation td Error Mean df t-value p-value

The analysis presented in Table 4 reveals a p-value of 00, significantly lower than the alpha value of 0.05, and a t-value of 4.53, which exceeds the critical t-value of 2.0 for df=60 This data indicates a significant change in the listening test scores between the pretest and posttest The experimental group averaged a score of 9.43 in the pretest, which improved to 11.8 in the posttest Thus, the researcher concludes that the implementation of formative assessment in the treatment of students in the experimental group led to a notable enhancement in their listening performance, as evidenced by the test scores.

4.1.1.4 Comparison of the posttest results between two groups

Table 11 Comparison of the results of the posttest between the experimental group and the control group

Error Mean df t-value p-value

Table 5 reveals a significant difference in posttest results between the experimental and control groups (t= 2.92, p= 0.004< 0.05), indicating a notable change following the experiment The experimental group achieved an average score of 11.80, surpassing the control group's average of 9.79 Over the 6-week experiment, both groups demonstrated improved scores, but the experimental group consistently outperformed the control group.

This section examines students' reactions to the implementation of formative assessment in English listening instruction, focusing on three key indicators: progress tests, teacher feedback, and student motivation The researcher utilized these elements to gauge the effectiveness of the assessment approach.

To assess the reliability of each statement, Cronbach’s Alpha was utilized Subsequently, the mean scores and standard deviations of respondents on each Likert scale item were computed, providing insights into students' attitudes toward the use of formative assessment in enhancing their English listening skills.

To assess internal consistency, or reliability, researchers utilize Cronbach’s Alpha, particularly for multiple Likert scale questions in surveys or questionnaires Nguyen (2013) states that an alpha value ranging from 0.60 to 0.95 signifies acceptable reliability for measurement items.

Table 6 shows that Cronbach's alpha values are 0.90 for A, 0.90 for B, and 0.904 for C, indicating a high level of internal consistency across each section of the questionnaire This demonstrates that the overall reliability of the questionnaire is strongly assured.

Table 12 Measurement indicators and Cronbach’s alpha

The content of the tests was relevant to what I have learnt from the lessons

The tests contained the vocabulary that

I have learnt from the lessons

The tests contained the grammatical points that I have learnt from the lessons

The tests contained the sounds that I have learnt from the lessons .77

The test was useful for me to take the real KET listening test .77

The difficulty of the tests was appropriate for me

Teacher gave me feedback at the appropriate time

Teacher gave me feedback in an appropriate length of time which was

Teacher’s feedback was clear and easy to understand

Teacher’s feedback was useful for me to take the following lesson

Teacher gave oral feedback which was quick and easy to understand .67

I felt fascinated when taking the tests after each unit

The test makes me study harder to prepare for it

I practiced listening more frequently for the test.

I felt at ease with the time spent on the listening section

This course was such a good environment for me to improve my English listening skills

4.1.2.2 Students’ respondents to the questionnaire

Descriptive statistics were employed to summarize the properties of the data collected from respondents Mean scores and standard deviations were calculated for each item on the Likert scale to assess students' attitudes toward the use of formative assessment in teaching English listening skills The scoring system for the questionnaire items was clearly defined.

Table 13 The ranges of means scores and their meaning

According to Table 7, a mean score of above 3.41 is interpreted as positive attitude, a mean score below 2.60 as negative attitude and a mean score of 2.61 - 3.40 as neutral attitude

The mean scores from the questionnaire, ranging from 3.49 to 4.08, indicate that the majority of students in the experimental group exhibit a positive attitude towards the use of formative assessment in enhancing their listening skills Detailed findings for each section of the questionnaire are presented in Tables 8, 9, and 10.

Discussion

In this section, the researcher systematically summarizes the results from both the tests and the questionnaire, successfully addressing the research questions and filling the identified research gap Notably, the posttest scores revealed that both groups improved their listening performance; however, the experimental group outperformed the control group Additionally, the impact of formative assessments was evident not only in the enhanced test scores but also in the students' attitudes towards their use The unit progress tests motivated students to revise essential vocabulary, grammar, and skills, contributing positively to their final test preparation.

To what extent do the formative assessments affect the EFL students’ listening performance?

The research investigated the impact of formative assessments on students' listening skills, revealing a significant improvement in the experimental group's performance compared to the control group The treatment group demonstrated substantial gains in four key micro skills of listening: sound discrimination, vocabulary recognition, keyword detection, and grammatical structure recognition These findings align with previous studies by Black & Wiliam (1998), reinforcing the effectiveness of formative assessments in enhancing listening abilities.

Wiliam, (2000); Leung & Mohan,(2004); Cauley & McMillan (2009); Gikandi et al (2011); Lee & Coniam (2013); Tran (2015); Nguyen (2018); Kerekovic (2020); and

Black & William (2007) outline three key strategies for effective formative assessment: sharing success criteria, utilizing teacher feedback, and the formative application of summative tests Sharing success criteria clarifies educational goals, enhancing student motivation and accountability, while also empowering them to make informed choices in their learning approach Additionally, providing detailed teacher feedback after progress tests allows students to reflect on their cognitive and methodological processes, particularly in developing listening skills such as sound discrimination and grammatical recognition The implementation of formative summative tests, conducted through six progress assessments at the end of each unit, significantly boosts student performance and motivation, aligning with findings from Bangert-Drowns et al (1991) and Schloss (1990) that emphasize the benefits of frequent testing Regular progress tests not only facilitate lesson revision but also foster extrinsic motivation, encouraging students to engage more deeply with their studies.

What is the students’ attitude toward the use of formative assessment in learning listening skills?

The questionnaire results indicated that students hold positive attitudes towards formative assessment in their English as a Foreign Language (EFL) learning Key aspects contributing to this positivity include the effectiveness of progress tests, the value of teacher feedback, and the heightened motivation experienced by students in the experimental group when engaging with formative assessment.

The progress tests were closely aligned with the unit content, ensuring their relevance and validity By utilizing summative tests for formative assessment, students play a crucial role in the assessment process, differing from their involvement in traditional summative assessments (Dolin, J., Black, P., Harlen).

Formative assessment helps individuals understand the learning process, set specific goals, and adapt their actions based on constructive feedback It allows them to generate evidence of their progress while also receiving valuable information to enhance their learning experience.

Students' attitudes toward teacher feedback reveal its significant role in enhancing listening skills They appreciated the feedback's clarity, noting it was explicit and understandable The teacher effectively combined oral and written feedback, allowing students to pinpoint specific errors in their listening abilities Beyond merely identifying mistakes, the teacher provided actionable suggestions for improvement in micro listening skills, guiding students on the next steps to take This approach empowered students to recognize their errors and develop better listening skills.

The fact that this feedback was supplied to every student in the class at the appropriate time was another benefit

Research indicates a positive correlation between formative classroom assessments and student motivation and achievement, supported by studies from Brookhart, Black & Wiliam, and McMillan Ongoing formative assessments help teachers identify students' learning weaknesses through various activities, such as informal observations and oral questions This enables continuous feedback during lessons, allowing teachers to adjust their instruction based on assessment data The integration of assessment and instruction fosters a motivational learning environment for students.

CONCLUSIONS

Summary of findings

The study highlights the significant benefits of formative assessment in enhancing English listening skills for foreign language learners Its findings are valuable not only for English teachers at the Creative Language Center but also for educators in similar contexts By implementing effective formative assessment techniques, teachers can improve students' listening performance and attitudes towards learning This approach is applicable not only in Vietnam but also in other countries where English is taught as a foreign language Given the evolving educational landscape, the emphasis on formative assessment is increasingly recognized as essential for promoting student learning and achievement.

Listening comprehension poses a significant challenge for students learning English as a foreign language in Vietnam Implementing formative assessment in teaching English listening skills can greatly assist struggling learners by offering immediate feedback This approach allows students to pinpoint areas needing improvement, ultimately reducing the frustration commonly associated with mastering listening skills.

Research indicates that formative assessment significantly enhances student motivation and engagement in the learning process By providing consistent feedback on their progress, students are encouraged to take ownership of their education, fostering a greater investment in their learning journey This approach promotes autonomy and self-efficacy, both of which are crucial for boosting student motivation and overall engagement.

The study revealed that first-year students with a non-major in English responded positively to formative assessments implemented by their teacher Regular feedback through unit progress tests allowed students to revise their work and engage in constructive feedback with peers and the teacher The teacher personalized support by promptly rephrasing questions for clarity, facilitating a deeper understanding of the material This approach, combined with clear and actionable feedback, enabled students to identify and correct their mistakes effectively Ultimately, the integration of unit progress tests and teacher feedback significantly enhanced student motivation, leading to improved listening performance throughout the course.

The study demonstrates that formative assessment techniques significantly enhance English listening skills, promoting student learning and achievement It highlights the benefits of these techniques in teaching receptive skills and emphasizes the necessity for further research By fostering student motivation and engagement, formative assessments offer immediate feedback that aids in improving listening abilities These findings are applicable across various contexts, serving as a valuable resource for English teachers seeking to refine their instructional strategies.

Implication

This study emphasizes the importance of formative evaluation in enhancing English listening skills, revealing its positive impact However, further research is necessary to address existing limitations and gaps Future studies should focus on larger sample sizes to improve the reliability and generalizability of findings Additionally, exploring formative assessment across various English proficiency levels, such as A1, B1, and C1, will help identify the most effective assessment characteristics for diverse learners It is also crucial to investigate all receptive skills, including reading, vocabulary, and grammar, to fully understand how formative assessment can enhance overall language proficiency.

Unit progress tests can effectively measure student progress and warrant further exploration The implementation of formative assessment in language learning is intricate, necessitating additional research into teachers' perceptions, attitudes, and practices Future studies should specifically focus on using formative assessment to enhance receptive skills in Vietnam, offering valuable insights for local educators Overall, this study lays a solid groundwork for future research on formative assessment in language learning while emphasizing the need for continued investigation to unlock its full potential in enhancing students' language proficiency.

The current study focused solely on formative assessment for listening skills, highlighting the necessity to explore its impact on other receptive skills, including reading, vocabulary, and grammar Additionally, while the research examined unit progress tests as a means to measure student improvement, further investigation is required to identify other assessment tools that can complement formative assessment techniques effectively.

The study emphasizes the critical need for ongoing research in formative assessment, revealing promising findings yet leaving many questions about its effectiveness in enhancing student learning and achievement Further investigation is essential to explore receptive skills like reading and to assess formative assessment's application across various English proficiency levels Additionally, understanding the challenges teachers encounter when implementing formative assessment techniques is vital for overcoming obstacles and ensuring effective use in teaching English listening skills in Vietnam.

The study highlights the potential of formative assessment to enhance English listening skills among Vietnamese students, but it is crucial to investigate teachers' perceptions, attitudes, and practices related to its implementation Further research is necessary to identify the challenges teachers encounter when applying formative assessment techniques and to explore solutions that can facilitate its effective use in teaching English listening skills in Vietnam.

In conclusion, this study establishes a groundwork for future exploration of formative assessment in enhancing English listening skills in Vietnam Its findings are beneficial for English educators in comparable environments; however, further research is essential to tackle the limitations and challenges associated with implementing formative assessment techniques for teaching receptive skills in the Vietnamese context.

Limitation

The study's findings are limited by several factors, including a small sample size of only 122 participants, which may hinder the generalizability of the results Additionally, the focus on only A2 level English restricts insights into other proficiency levels such as A1, B1, or C1, indicating a need for broader examination across all levels of English listening skills Furthermore, the study solely assessed listening abilities, neglecting the receptive skill of reading, and was constrained by time limits during testing Lastly, the research did not consider teachers' attitudes toward formative assessment in teaching listening skills, which is crucial as their perspectives significantly influence the teaching and learning process.

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A sample of unit progress tests

You will hear eight short sentences For each one, choose the best reply

You will hear each sentence twice.

C Excuse me, but this is mine

5 A No problem They all look the same

B That’s a pity I don’t have one

6 A Certainly What’s the seat number?

B It doesn’t matter There are lots of other seats

C Excuse me It’s my seat

8 A It doesn’t matter This is seat 42

B That’s all right I’m sitting here

C I’m sorry I didn’t see the seat number.

Read the sentences about transport

Choose the missing word (A, B or C) for each space

9 The seats in the bus are small and hard, so they’re not very

10 Motorbikes can be very if you don’t ride them carefully

11 I don’t like helicopters because they aren’t very

12 I don’t travel by plane very often because it’s

13 If you want to go to Cambridge, you need to trains in London

14 We can a tram to the beach from here

15 The bus to the station was late, so Jack his train

16 The bus was very hot and crowded, so I got and walked home

Read the descriptions of some words about transport What are the missing words?

The first letter is already there There is one space for each other letter in the word

For questions 17 – 24, write the words

17 This has two wheels and can go fast m _ _ _ _ _ _ _ _

18 You need to wash your car when it is this d _ _ _ _

19 A train is this if there are no people on it e _ _ _ _

20 You do this at the start of your train journey g _ _ o _

21 A bus ticket is this when it doesn’t cost much money c _ _ _ _

22 This is a very big boat s _ _ _

23 The metro is this when there are a lot of people there c _ _ _ _ _ _

24 This has two wheels and it isn’t a bike s _ _ _ _ _ _

Read the text about a holiday in Lisbon, in Portugal

Choose the best answer (A, B or C) for each space

Last spring I had a holiday in Lisbon, in Portugal I love walking around city streets, and I like (25) ………… photos too Lisbon is perfect for that I (26)

………… stay there very long – only 4 days – but it’s quite a small city, and it’s easy to get around I usually hate (27) ………… by metro, but I don’t mind (28)

………… the metro in Lisbon, because it’s clean and never too crowded I didn’t

(29) ………… everything in the city, but I had a great time I don’t like (30)

I prefer staying with local families over big hotels, as I find them more engaging During my visit, I enjoyed breakfast with a friendly Portuguese family but chose to dine at the many fantastic restaurants in Lisbon for my other meals When friends inquire why I love Lisbon, my response is simple: it’s my favorite city!

32 A did you go B you went C you did go

Read the sentences about travel

Choose the best answer (A, B or C) for each space

33 My parents love in the countryside

34 I travel a lot when I was a student

36 Where get off the bus?

A you did B did you C didn’t you

37 ‘Did you come by train?’ ‘Yes, I ’

38 I don’t like by metro when it’s busy

39 Did your friend to the USA on holiday?

40 Maria doesn’t like because it’s so expensive

1.1 Course title in Vietnamese: Tiếng Anh Dự Bị 2

1.2 Course title in English: English Foundation 2

This course aligns with the Learning Oriented Assessment (LOA) approach, which emphasizes assessment as a tool to enhance learning It is benchmarked to the Common European Framework of Reference for Languages (CEFR), ensuring that students engage with the most relevant and beneficial language at the appropriate stage of their language acquisition journey.

The course book features captivating images, texts, and videos that stimulate curiosity and encourage student discussion It also offers downloadable unit progress tests, as well as mid-course and end-of-course competency assessments This resource supports effective learning through a syllabus guided by the English Profile framework.

3.1 Knowledge objectives: After this course, students will:

- know basic vocabulary about personal and family information, shopping, local geography, employment and simple grammar points

- understand sentences and frequently used expressions related to areas of most immediate relevance

- be able to explain in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need

3.2 Skill objectives: After this course, students can:

- understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items

- identify specific information in simple written material such as letters, brochures and short newspaper or online articles

- understand basic types of standard routine letters and emails (enquiries, orders, letters of confirmation, etc.) on familiar topics

- locate specific information in lists and isolate the information required

- understand phrases and expressions related to very familiar topics, e.g very basic personal and family information, shopping, local geography or employment

- generally identify the topic of a discussion around them that is conducted slowly and clearly

- understand and extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly

- participate in short conversations in routine contexts on topics of interest

- interact with reasonable ease in structured situations and short conversations, provided the other person helps if necessary

- manage simple, routine exchanges without undue effort; can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations

- handle very short social exchanges

- deal with common aspects of everyday living such as travel: tourist information, public transport and accommodation, and shopping: buying 3 tickets, simple transactions in shops, post offices or banks

- ask for and provide personal information e.g about habits, routines, pastimes and past activities

- write short, simple formulaic notes relating to matters in areas of immediate need

- write a series of simple phrases and sentences about everyday/personal matters, e.g family, people, places, a job or study experience, living conditions, educational background, present or most recent job

In the past, I attended various events that shaped my experiences First, I participated in a local art fair, where I admired talented artists and their unique creations Next, I joined a community clean-up day, which allowed me to connect with neighbors while making our environment better Additionally, I volunteered at a charity run, helping to organize activities and support participants Each event provided valuable lessons and memorable moments, fostering a sense of community and personal growth Overall, these experiences highlight the importance of engagement and connection in our lives.

3.3 Attitude objectives: After this course, students can have:

- an overview of basic contexts around their life

- a sense of active participation in classroom activities

Unit 7 Journeys At the end of this unit, students will be able to:

- Understand information, texts and conversations about travel and transport

- Exchange information and express opinions about travel and transport

- Get someone’s attention, apologise and show interest in the other participants in a conversation

- Introduce themselves using personal emails

Unit 8 Fit and healthy At the end of this unit, students will be able to:

- Understand information, texts and conversations and exchange information about sports, sports personalities and events, free-time activities, doing exercise and getting fit

- Ask for and give information about abilities

- Talk about what is necessary and what isn't necessary when doing sports and free-time activities

- Understand conversations in which people talk about health and how they feel

-Use appropriate phrases to express sympathy

- Write an article about a free-time activity

Unit 9 Clothes and shopping At the end of this unit, students will be able to:

- Understand information, texts and conversations about shopping and shopping malls, what people shop for, and buying clothes and presents

- Ask for and give information about where people are, what they are doing and what clothes they are wearing

- Shop and pay for clothes

- Use appropriate phrases when choosing and paying for clothes, and when saying something nice

- Distinguish between formal and informal emails

- Write formal and informal thank-you emails

Unit 10 Communication At the end of this unit, students will be able to:

- Understand information, texts and conversations about technology, languages and communication habits

- Talk about and compare different kinds of technology

- Ask and answer questions about their own and other languages, and about their communication habits

- Understand conversations in which people ask for help - Ask for help and check instructions

- Write a post on an Internet discussion board about something that annoys them and an appropriate reply to another student's post

Unit 11 Entertainment At the end of this unit, students will be able to:

- Understand information, texts and conversations about actors, actresses, music and films

- Ask for and give information about films, TV programmes, books and music

- Discuss things they’ve seen and places they’ve been to in their town and city

- Understand conversations in which people express their opinions and agree or disagree

- Use appropriate phrases to ask for, express and respond to opinions

- Write a review of a film they’ve seen and structure it correctly

Unit 12 Travel At the end of this unit, students will be able to: - Understand information, texts and conversations about travel and holiday plans

- Ask for and give information about holidays

- Give each other advice about what to do on holiday

- Use appropriate phrases to show surprise

- Check into a hotel and ask for tourist information write an informal email giving information and advice about their hometown, and use appropriate paragraphs

Doff, A., Thaine, C., Puchta, H., Stranks, J., & Lewis-Jones, P (2015)

- Unit 7A We didn’t plan our trip + Reading

+ Grammar: Past simple: negative and questions

+ Listening + Speaking: Talk about past journeys

2 - Unit 7B I love going on the metro

+ Grammar: love/ like/ don’t mind/ hate + V-ing

+ Speaking: Talk about what people like and dislike about transport

+ Listening + Useful language: Saying excuse me and sorry

+ Pronunciation: Emphasizing what we say

+ Speaking: Learn to say excuse me and sorry

- Unit 7D Skills for Writing + Speaking and Listening + Reading

Unit progress test 1 for the experimental group

- Unit 8A They can do things most people can’t

+ Reading + Grammar: can/ can’t/ could/ couldn’t for ability + Listening

+ Speaking: Talk about past and present abilities/ Talk about sport and exercise

- Unit 8B How easy is it to get fit?

+ Reading + Grammar: have to/ don’t have to

+ Listening + Vocabulary: Parts of the body + Speaking: Talk about the body and getting fit

+ Useful language: Talking about health and how you feel

+ Pronunciation: Joining words + Speaking: Talk about health and how you feel

Unit progress test 2 for the experimental group

- Unit 9A We aren’t buying anything

+ Grammar: Present continuous + Speaking: Learn to say where you are and what you’re doing

- Unit 9B Everyone’s dancing in the streets

+ Reading + Grammar: Present Simple or present continuous

Clothes + Speaking: Talk about the clothes you wear at different times

+ Listening + Useful language: Choosing clothes

+ Listening 3 + Useful language: Paying for clothes

+ Conversation skills: Saying something nice

+ Pronunciation: Joining words + Speaking: Learn to shop for clothes

- Unit 9D Skills for writing + Speaking and Listening + Reading

Unit progress test 3 for the experimental group

- Unit 10A A smartphone is better than a tablet

+ Listening + Vocabulary: IT collocations + Speaking: Learn to compare and talk about things you have

- Unit 10B What’s the most beautiful language in the world?

+ Listening + Grammar: Superlative adjectives + Reading

+ Vocabulary: High numbers + Speaking: Talk about languages

+ Listening + Useful language: Asking for help + Pronunciation: Main stress and tone

+ Listening + Conversation skills: Checking instructions

+ Speaking: Learn to ask for help + Speaking and Listening

Unit progress test 4 for the experimental group

- Unit 11A I’ve heard she’s really funny

+ Reading + Grammar: Present perfect: positive, negative and questions + Listening

+ Speaking: Ask and answer about entertainment experiences

- Unit 11B I bet you’ve never been to the opera + Reading + Vocabulary: Music

+ Listening + Grammar: Present perfect or past simple

+ Speaking: Talk about events you’ve been to

+ Listening + Useful language: Asking for and expressing opinions

+ Conversation skills: Responding to an opinion + Pronunciation: Main stress and tone

+ Listening + Speaking: Ask for and express opinions about things you’ve seen

- Unit 11 Review and extension: + Wordpower

Unit progress test 5 for the experimental group

- Unit 12A What are you going to do?

+ Listening + Grammar: going to + Speaking: Talk about holiday plans

17 - Unit 12B You should live like a local people

+ Reading + Vocabulary: Travel collocations + Grammar: should/ shouldn’t + Listening and Speaking: Give advice about travelling

- Unit 12C Everyday English + Listening 1 + Conversation skills: Showing surprise + Listening 3

+ Useful language: Checking in at a hotel

+ Listening 6 + Useful language: Asking for tourist information

Unit progress test 6 for the experimental group

+ Speaking: Learn language for travel and tourism

- Unit 12D Skills for writing + Speaking and Listening + Writing Skills

STUDENTS’ ATTITUDES TOWARD THE EFFECT OF FORMATIVE ASSESSMENT ON LISTENING PERFORMANCE AT TON DUC THANG

My name is Nguyen Anh Thi I am working as a lecturer at Ton Duc Thang University I am conducting my research about The Effects of Formative

Assessments On Listening Skills Performance of Non- English Major Students at a University In Ho Chi Minh City

I invite you to participate in a brief 15-minute questionnaire regarding your views on the impact of formative assessment on listening performance at Ton Duc Thang University Your input is invaluable for my research and will significantly enhance English learning and teaching.

The data gathered from the questionnaire will be analyzed exclusively for my research purposes All personal information related to this study will be kept confidential and anonymous Thank you for your participation!

4 T he length of time that you have been learning English:

II Students’ attitudes toward the effect of formative assessment on listening performance at Ton Duc Thang University

To participate, please evaluate each statement by marking one of the five boxes that best reflects your level of agreement or disagreement Your responses will be compiled into a cohesive paragraph in English, without additional commentary.

A.The test A.1 The content of the tests was relevant to what I have learnt from the lessons

A.2 The tests contained the vocabulary that I have learnt from the lessons

A.3 The tests contained the grammatical points that I have learnt from the lessons

A.4 The tests contained the sounds that I have learnt from the lessons

A.5 The test was useful for me to take the real KET listening test

A.6 The difficulty of the tests was appropriate for me

B.1 Teacher gave me feedback at the appropriate time

B.2 Teacher gave me feedback in an appropriate length of time which was 15 minutes for each time

Teacher’s feedback was clear and easy to understand

Teacher’s feedback was useful for me to take the following lesson

B.5 Teacher gave oral feedback which was quick and easy to understand

C.1 I felt fascinated when taking the tests after each unit

C.2 The test makes me study harder to prepare for it

C.3 I practiced listening more frequently for the test

C.4 I felt at ease with the time spent on the listening section

C.5 This course was such a good environment for me to improve my English listening skills

That is the end of the questionnaire Thank you for your time!

Individuals at the C2 level possess the ability to effortlessly comprehend nearly all spoken and written material They can effectively summarize information from diverse sources, reconstructing arguments and narratives in a coherent manner Additionally, they express themselves with spontaneity, fluency, and precision, skillfully distinguishing subtle nuances of meaning even in complex contexts.

Individuals at C1 level can comprehend complex texts and discern underlying meanings They communicate fluently and spontaneously, with minimal hesitation Their language use is adaptable and effective across social, academic, and professional contexts Additionally, they can create clear and well-structured written content on intricate topics, demonstrating a mastery of organizational patterns, connectors, and cohesive devices.

A B2 level individual can grasp the main ideas of complex texts on both concrete and abstract topics, including technical discussions relevant to their field They can engage in fluent and spontaneous conversations with native speakers, facilitating smooth interactions Additionally, they can create clear and detailed written content on diverse subjects, articulating their viewpoints on current issues while discussing the pros and cons of various options.