JUNE SCHOOL OF EDUCATION RESEARCH SEMINAR
11:00AM-11:30aM 25 June, 2018
LEVEL 8, NEXUS BUILDING, 10 PULTENEY STREET, SMaRTe ROOM 812, SCHOOL OF EDUACATION
A PROPOSED FRAMEWORK TO ANALYSE AUTONOMY IN A VIETNAMESE UNIVERSITY ENGLISH CLASSROOM
Ms HA THI NGOC TRAN (PhD Candidate)
School of Education, The University of Adelaide
Abstract: Teachers’ assessment practices have been proved to greatly influence the development of learner autonomy (Berry, 2009; Boud, 1981; Boud & Falchikov, 2006; Everhard, 2015; Little, Ridley, & Ushioda, 2003; Willis, 2011). This study looks at the impact of teacher assessment practices on the development of learner autonomy. Data were collected from 35 participant observations in three English classes in a university in Vietnam during one semester. The findings revealed that both the level of autonomy ‘given’ to students and the level of autonomy support ‘offered’ to them are still low in the context of the study, and the level of learner autonomy demonstrated by the students is also minimal. This presentation mainly focuses on the analytical framework proposed for the observation data.
Biography: Ha Tran is a lecturer in English in the School of International Education at Thuyloi University in Vietnam. She received her Masters degree in Language Teaching Methodology in 2007. She is now a PHD candidate in the School of Education, Adelaide University. The main focus of her research is the impacts of classroom assessment practices on the development of learner autonomy in the Vietnamese Higher Education context. Her research interests are assessment, learner autonomy, TESOL and education policies.