Efl teachers’ cognition of formative assessment and their practices in writing classes a case study

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER EFL TEACHERS’ COGNITION OF FORMATIVE ASSESSMENT AND THEIR PRACTICES IN WRITING CLASSES: A CASE STUDY Supervisor: Trần Thị Lan Anh, Ph.D Student: Phạm Viết Phương Thảo Course: QH2016.F1.E1 HA NOI – 2020 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP NHẬN THỨC VÀ THỰC HÀNH CỦA GIÁO VIÊN TIẾNG ANH VỀ ĐÁNH GIÁ THƯỜNG XUYÊN TRONG LỚP HỌC VIẾT: NGHIÊN CỨU TRƯỜNG HỢP ĐIỂN HÌNH Giáo viên hướng dẫn: Trần Thị Lan Anh, Ph.D Sinh viên: Phạm Viết Phương Thảo Khóa: QH2016.F1.E1 Ngày ký: Trần Thị Lan Anh HÀ NỘI – 2020 Acceptance page I hereby state that I: Pham Viet Phuong Thao – QH2016.F1.E1 being a candidate for the degree of Bachelor of Arts (Fast-Track program) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date Acknowledgements First and foremost, I would like to express my sincerest gratitude to my supervisor, Dr Tran Thi Lan Anh, for her invaluable guidance during the progress of this research Without her careful supervision and wholehearted support, the completion of this study would not have been accomplished I am honestly grateful for all the precious suggestions and inspiring words of cheer she has given me, which enlightened and encouraged me a lot to handle the heavy workload Secondly, I would also like to show my deep appreciation to all of the participants of this research Thank you very much for accepting my invitation and spending your time participating in this study Had it not been for your support, this study could never have taken shape Last but not least, I wish to extend my special thanks to my beloved family, my best friends and my classmates for their treasured physical and mental support during the time I worked on this research Thank you for always being the ones I can count on and help me whenever I need it i Abstract The importance of formative assessment for teaching and learning adjustment has long been documented in EFL research in various contexts However, what teachers think, know, and believe, or their cognition (Borg (2006), about formative assessment and how they use it in their classrooms, especially in lower-secondary education is still an under-researched area This study aims to explore Vietnamese EFL lower-secondary teachers’ cognition towards formative assessment practices and to uncover the relationship between cognition and their reported and observed practices in writing classes Findings revealed that teachers in general had a positive attitude toward the use of formative assessment Although some teachers held misconceptions of formative assessment as what is advocated in the literature, they reported practicing formative assessment regularly in class Moreover, the findings indicated that formative assessment strategies (questioning, feedback, and peer assessment) used by teachers were reported to promote students’ learning by motivating students and enhancing their engagement while also hinder students’ learning by putting them under pressure From the findings of the study, it is suggested that teachers should be provided with more opportunities to be trained about formative assessment to thoroughly understand its conception, and teacher educators should focus and give more specific guidance about the implementation of formative assessment for teachers through official policy documents and training Future research is also necessary to investigate teachers’ practice of formative assessment from both teachers and students’ perspectives The findings of this study contribute to the literature on formative assessment in EFL contexts and lay the foundations for other studies on teachers’ formative assessment practice in the context of Vietnam ii TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION 1.1 Background of the study, statement of research problem and questions .1 1.2 Scope of the study 1.3 Significance of the study 1.4 Organisation CHAPTER 2: LITERATURE REVIEW 2.1 Definition of Formative Assessment 2.2 Formative Assessment Strategies 2.2.1 Questioning 2.2.2 Feedback 2.2.3 Peer-assessment 2.3 Language teacher cognition 10 2.3.1 Teacher belief .10 2.3.2 Teacher knowledge .11 2.4 Teachers’ cognition and practice 12 2.5 What have been studied about EFL teachers’ cognition? 14 2.6 What have been studied about EFL formative assessment? 14 2.7 What gaps does this study fill-in? 15 2.8 Framework for language teacher cognition research 16 2.9 Borg’s (2006) adapted framework for language teacher cognition 17 CHAPTER 3: METHODOLOGY 20 3.1 Case study as the research approach 20 3.2 Research design 21 3.2.1 Research site 21 3.2.2 Participants 21 3.3 Data collection procedure .22 3.4 Data collection instruments 24 3.4.1 Documents 24 iii 3.4.2 Non-participant observation 24 3.4.3 Interviews 26 3.5 Thematic data analysis 28 3.6 Ethical considerations 31 CHAPTER 4: FINDINGS AND DISCUSSION 32 4.1 FINDINGS 33 4.1.1 Teachers’ educational, teaching, and assessment backgrounds 33 4.1.2 Teacher cognition 34 4.1.3 Teachers’ reported classroom practice in formative assessment 42 4.1.4 Contextual factors 49 4.1.5 Case study of Helen: Relationship between cognition and practice 53 4.2 DISCUSSION 56 CHAPTER 5: CONCLUSION .60 5.1 Findings 60 5.2 Implications 62 5.3 Limitations and suggestions for further research 63 5.4 Concluding thoughts .64 APPENDIX 66 REFERENCES .83 iv List of tables, figures, abbreviations Tables Table 3.1 Participants’ background 22 Table 3.2 Observation details 26 Table 3.3 Interview details 27 Table 3.4 Descriptive coding in interview analysis 29 Table 3.5 In Vivo coding 30 Table 3.6 In Vivo coding in document analysis 30 Table 3.7 Process coding 31 Table 4.1 Teachers’ teaching listening and writing procedures 44 Table 4.2 Helen’s teaching listening and writing procedures 54 Figures Figure 2.1 Borg’s (2006) framework for language teacher cognition of .17 formative assessment Figure 2.2 Borg’s (2006) adapted framework for language teacher cognition 18 of formative assessment Figure 3.1 Data collection procedure 23 Figure 4.1 Borg’s (2006) adapted framework for language teacher cognition 32 of formative assessment Abbreviation EFL: English as a Foreign Language MOET: Ministry of Education and Training TEFL: Teaching English as a Foreign Language v CHAPTER ONE: INTRODUCTION 1.1 Background of the study, statement of research problem and questions Writing assessment is prime to the work of writing teachers (Weigle, 2007) Like all assessments, it is rhetorical: positioned as shaper of students and as a way of understanding the results of such shaping (Yancey, 1999) Writing assessment, indeed, is ―incredibly complex‖ (Crusan, 2010, p 10) Some teachers ―shrink from writing assessment, claim a complexity beyond their understanding or confusion about what constitutes good assessment‖ (Crusan, 2010, p.10) Being an English as a foreign language (EFL) teacher-to-be, I also include myself in these ―naive‖ groups of teachers (Crusan, 2010), who thirst for the answer to the question ―How students’ writing should be assessed?‖ The literature on EFL writing assessment documents that assessment has traditionally given attention to the written products and how well (or badly) students perform in writing (Lee, 2011; Naghdipour, 2016; Guadu & Boersma, 2018) Writing assessment, which mainly concentrates on measurement, provides deficient value for teaching and learning and ―fails to activate the formative potential of assessment for promoting students’ learning‖ (Lee, 2011, p 10) These findings highlight the need to look for an alternative approach to writing assessment to provide better insight into students’ learning progress and improve teaching and learning Gielen, Dochy, and Dierick (2003, p 3) suggested that formative assessment ―explicitly directed at supporting, guiding and monitoring student learning‖, and is seen to have huge potential in promoting such learning (Murphy & Yancey, 2008) However, within the previous literature, formative assessment of writing generally, and in EFL particularly, remains an underexplored area of research (Burner, 2015) Although there is scant published research on the field (Ghoorchaei et al., 2010; Burner, 2014; Abdulahi et al., 2017), most of these focused on the formative practices’ impacts on students’ learning (good or not good), there was little attention to uncover how these practices were employed by teachers Moreover, it is essential that teachers understand formative assessment to be able to properly carry out it in classroom practices (Widiastuti & Saukah, 2017) Nevertheless, previous researchers (e.g., Burner, 2015) noticed contradictions between teachers’ continuing practice of product-oriented writing assessment and their positive beliefs of formative assessment Teachers’ cognition of formative assessment, which refers broadly to teacher knowledge, thinking and beliefs (Borg, 2006; Lim, 2016), thus, needs to be further investigated to see how it is related to teachers’ practices In the Vietnamese context, there have been few studies (Vu, 2016; Ta et al., 2018; Nguyen & Hoang, 2019) investigating EFL formative assessment, to name but a few Among these, I can find only one research explored teachers’ beliefs and practices of formative assessment (Ta et al., 2018) However, it only focused on teachers’ belief, which is one psychological construct among others included in the concept of teacher cognition which ―achieve[s] a greater sense of unity and coherence of the field‖ (Borg, 2006, p 321) There are no other studies in the Vietnamese context on teachers’ cognition of formative assessment as a whole Furthermore, there is a lack of studies that focus on secondary education, in which formative assessment is, without doubt, in vague (Bennett, 2011) Therefore, this research sets out to explore Vietnamese EFL lower-secondary teachers’ formative assessment practices to uncover their cognition and their assessment practices in students’ writing lessons The findings gained from this study will provide insights into the assessment practice to fill in the mentioned gap in the literature All in all, this study aims to answer the following questions: What is EFL lower-secondary teachers’ cognition of formative assessment? 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