Figure 4 - uploaded by Julie Waddington
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This chapter considers assessment from a rights-based approach to childhood development and education. Recent developments in foreign language education are discussed, focusing in particular on calls for more holistic approaches to be adopted in the young learner classroom. A case study is presented to illustrate how peer and self-assessment activi...
Context in source publication
Context 1
... students were given a handout with useful expressions and sentence starters, and the teacher monitored their work throughout, providing support when needed. An example of the written results of this activity can be seen in Figure 4. Attention was finally turned to self-assessment in a class session held once the twofold strategy described above had been completed: i.e. after viewing the videos and participating in the peer assessment activities. ...
Citations
... High school evaluations focus on linguistic knowledge, neglecting other vital skills." The assessmentrelated challenges reflect a critical disjunction between the stated objectives of language learning, emphasizing communication skills, and the extant assessment practices that prioritize linguistic knowledge (Waddington, 2021). The issue of inadequate evaluative materials for Vietnamese students' language competencies is a significant concern, as it can hinder both instruction and learning (X. ...
This study aims to examine the perceptions of Vietnamese English as a foreign language (EFL) high school teachers regarding the implementation of the competency-based English teaching curriculum (CETC) in the Mekong Delta region of Vietnam. Utilizing a qualitative approach, this study sought to delve into the challenges high school EFL teachers faced while implementing the CETC in Vietnam. Semi-structured interviews with 10 teachers were conducted to gain insights into their experiences, specifically targeting their perceptions of difficulties and their suggestions for potential solutions derived from these experiences. The findings reveal teachers’ perceptions of their perceived difficulties related to student-related factors (low English proficiency, and limited self-directed learning abilities), teacher-related factors (traditional teaching methods, inadequate language and pedagogical skills, and insufficient training), and institution-related factors (large class sizes, limited teaching time, and inadequate facilities). In addition, the teachers recommended strategic solutions for a better implementation of the CETC including providing constructive feedback, promoting collaborative learning, enhancing teachers’ language and pedagogical proficiency, reducing class sizes, and improving facilities. Accordingly, the study contributes to the understanding of CETC implementation and provides practical implications for teachers, students, and policymakers in Vietnam and other similar contexts.
... Peer assessment activity. Source:Waddington (2021) Following government legislation, the school had obtained the necessary consent to use images and/or videos of students for educational purposes at the beginning of the year. In addition, informed consent was obtained from families of the participant children after they had been duly informed about the EFL project and the research being conducted. ...
... A Research Agreement was also drawn up with the children during class to convey to them the purpose of the research Students' first impressions for self-assessment activity. Source:Waddington (2021). ...
... Follow-up questionnaire completed by students after delivering storytelling sessions. Source:Waddington (2021). ...
A study is presented with a twofold objective related to child voice: to explore children’s views on the use of video recordings in an EFL (English as a Foreign Language) class, and to promote the inclusion of child voice in decision-making processes in the foreign language classroom. The study was carried out in a primary school setting in Catalonia over a three-year period. Data was collected and analysed within an interpretative phenomenological approach, adopting an ethically symmetrical approach to children as research participants. Findings suggest that video recordings can be a useful classroom resource to encourage self-reflection, but that camera presence and subsequent self-viewing can provoke strong emotional reactions and generate overly critical and potentially debilitating attitudes to language learning. Child voice contributions provide insightful ideas to use video recordings strategically and ethically, while also raising important questions about children’s rights to privacy and data protection, and to express their views using their L1 in the EFL class.
