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Classroom assessment and learning motivation: insights from secondary school EFL classrooms

  • Hung Phu Bui ORCID logo EMAIL logo und Thuy Thi Thu Nguyen
Veröffentlicht/Copyright: 14. Juli 2022

Abstract

This study compares L2 classroom assessment practices related to learning motivation in a high-performing grammar school and middle-range regular school to find the characteristics of L2 classroom assessment that promote learning motivation. First, we observed how four L2 teachers assessed eight seventh-grade classes at the two schools (four classes per school). Then, we administered questionnaires to the students in these eight classes to investigate the correlation between classroom assessment and learning motivation. Finally, we conducted semi-structured interviews with the four teachers (each teacher in charge of two classes) and 10 randomly stratified students to interpret such a relationship. Quantitative data were projected into SPSS 25 for analysis, and qualitative data were analyzed thematically. The results showed that it was not the frequency but the characteristics of assessment that fostered learning motivation. The results suggest including assessment techniques to enhance learning motivation in Vietnamese L2 teacher education programs.


Corresponding author: Hung Phu Bui, School of Foreign Languages, University of Economics Ho Chi Minh City (UEH), 59C Nguyen Dinh Chieu St, District 3, 084, Ho Chi Minh City, Viet Nam, E-mail:

Funding source: University of Economics Ho Chi Minh City (UEH) UEH2021

Award Identifier / Grant number: UEH2021

Acknowledgements

The authors would like to send sincere thanks to the editor and reviewers for constructive feedback. Great thanks are also sent to the involved participants and the institutions where this study was conducted.

  1. Research funding: This study was funded by University of Economics Ho Chi Minh City, Vietnam (Award Number: UEH2021).

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Received: 2022-01-24
Accepted: 2022-06-15
Published Online: 2022-07-14
Published in Print: 2024-06-25

© 2022 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

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  4. Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach
  5. Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers
  6. Classroom assessment and learning motivation: insights from secondary school EFL classrooms
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