Luận án Vietnamese efl tertiary students' self-assessment in writing skill

Nội dung text: Luận án Vietnamese efl tertiary students' self-assessment in writing skill

1. HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES HUỲNH ÁI VIETNAMESE EFL TERTIARY STUDENTS' SELF-ASSESSMENT IN WRITING SKILL DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2024
2. HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES HUỲNH ÁI VIETNAMESE EFL TERTIARY STUDENTS' SELF-ASSESSMENT IN WRITING SKILL DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING Major: TESOL Code: 9140111 SUPERVISORS: Dr. TRẦN QUANG NGỌC THUÝ Dr. ĐẶNG TẤN TÍN HUE, 2024
3. STATEMENT OF AUTHORSHIP I certify that the dissertation submitted entitled “Vietnamese EFL Tertiary Students' Self-Assessment in Writing Skill” for the Degree of Doctor of Philosophy in Theory and Methodology in English language teaching is the result of my own research. Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma. No other person’s work has been used without due acknowledgement in the thesis. This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution. Hue, 2024 Huynh Ai i
4. ACKNOWLEDGEMENTS This doctoral thesis represents the culmination of my personal endeavours combined with the dedicated collaboration of numerous individuals, marking a significant and prolonged undertaking. I wish to express my heartfelt gratitude to these individuals without whom the realization of this work would not have been possible. Foremost, I extend my deepest appreciation to my esteemed academic supervisors, Dr. Trần Quang Ngọc Thuý and Dr. Đặng Tấn Tín, whose indispensable guidance, astute feedback, unwavering support, and constant encouragement were instrumental in shaping this thesis amidst challenging circumstances. I consider myself exceedingly fortunate and contented to have been under the tutelage of these two committed mentors, who provided multifaceted perspectives throughout the completion of this research. Furthermore, I would like to convey my profound gratitude to my former supervisor, Dr. Hồ Sĩ Thắng Kiệt, with the hope that even in the ethereal realm, he may be aware of my sentiments expressed here. My sincere appreciation also goes to all the lecturers, professors, and stakeholders at the University of Foreign Languages and International Studies, Hue University. I am indebted to the instructors who generously imparted invaluable knowledge, offering constructive comments and critical insights that significantly contributed to the completion of my thesis. I extend my gratitude to my dear students, whose voluntary participation in completing questionnaires, responding to interviews, writing essays, and self- assessing, as well as maintaining reflective journals and attending a short course within the empirical project, has been vital. I am also thankful to my colleagues in the PhD group and friends who supported me with invaluable experiences and shared the workload throughout the entire process of completing this thesis. Lastly, but by no means least, I am profoundly grateful to my family members – my biological parents, my parents-in-law, my wife, and my wonderful children – for their unwavering love and constant encouragement. Their boundless affection has been a continual source of inspiration and motivation throughout my academic journey. ii
5. LIST OF ABBREVIATIONS AND CONVENTIONS CEFR: The Common European Framework of Reference for Languages EFL: English as a Foreign Language ESL: English as Second Language Int: Interview MOET: Ministry of Education and Training M: Mean N: Number RQ: Research Question SD: Standard Deviation SPSS: Statistical Package for the Social Sciences S: Student Ss: Students Underlines are the changes after the participants used the self-assessment checklists. iii
6. TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ............................................................................. i ACKNOWLEDGEMENTS ........................................................................................ ii LIST OF ABBREVIATIONS AND CONVENTIONS ............................................ iii TABLE OF CONTENTS ............................................................................................ iv LIST OF TABLES ................................................................................................... viii LIST OF FIGURES .................................................................................................... ix ABSTRACT ................................................................................................................. x CHAPTER ONE: INTRODUCTION.......................................................................... 1 1.1. Research background ............................................................................................ 1 1.2. Research rationale ................................................................................................ 2 1.3. Aims and research questions ................................................................................ 4 1.4. Research scope ..................................................................................................... 4 1.5. Significance of the research .................................................................................. 5 1.6. Organization of the study ..................................................................................... 7 CHAPTER TWO: LITERATURE REVIEW ............................................................ 8 2.1. Theoretical background ........................................................................................ 8 2.1.1. Cognitive and constructivist theories ............................................................ 8 2.1.2. Metacognition theory................................................................................... 10 2.1.3. Reflection theory ......................................................................................... 12 2.1.4. Self-assessment in autonomous and self-regulated learning ....................... 13 2.1.4.1. Definitions of self-assessment........................................................... 13 2.1.4.2. Autonomous language learning......................................................... 15 2.1.4.3. Self-regulated learning ...................................................................... 16 2.2. Assessment in foreign language education ........................................................ 18 2.2.1. Formative assessment .................................................................................. 19 2.2.1.1. Teacher assessment ........................................................................... 19 2.2.1.2. Self-assessment as a key strategy of formative assessment .............. 20 2.2.1.3. Peer assessment ................................................................................. 22 2.2.1.4. Relationship among self-, peer, and teacher assessment .................. 23 iv
7. 2.2.2. Self-assessment for summative purposes .................................................... 24 2.3. Writing academic English and self-assessment in EFL writing ......................... 25 2.3.1. Writing academic English ........................................................................... 25 2.3.2. Self-assessment in EFL writing classrooms ................................................ 26 2.3.2.1. Self-assessment in writing skill ......................................................... 27 2.3.2.2. Benefits of self-assessment in EFL writing ...................................... 28 2.3.3. Self-assessment instruments in EFL writing classes ................................... 30 2.3.3.1. Self-assessment checklists in learning writing .................................. 30 2.3.3.2. Writing reflective journals ................................................................ 32 2.4. Previous studies and research gaps..................................................................... 33 2.4.1. Students’ perceptions of self-assessment .................................................... 33 2.4.2. Students’ practices of self-assessment ........................................................ 37 2.4.3. Students’ challenges of self-assessment ...................................................... 40 2.5. Chapter summary ................................................................................................ 41 CHAPTER THREE: RESEARCH METHODOLOGY .......................................... 42 3.1. Research approach and research design ............................................................. 42 3.1.1. Research approach ....................................................................................... 42 3.1.2. Research design ........................................................................................... 43 3.2. Research context ................................................................................................. 46 3.3. Research setting .................................................................................................. 47 3.3.1. Research sites .............................................................................................. 47 3.3.2. Participants .................................................................................................. 48 3.3.3. Role of the researcher .................................................................................. 49 3.4. Analytical framework of the study ..................................................................... 50 3.5. Data collection .................................................................................................... 51 3.5.1. Data collection instruments ......................................................................... 52 3.5.1.1. Questionnaires ................................................................................... 52 3.5.1.2. Interviews .......................................................................................... 55 3.5.1.3. Self-assessment checklist and students’ writing papers .................... 57 3.5.1.4. Reflective journals ............................................................................ 58 v
8. 3.5.2. Empirical study ............................................................................................ 59 3.5.3. Piloting study ............................................................................................... 60 3.5.4. Data collection procedures .......................................................................... 62 3.6. Data analysis ....................................................................................................... 63 3.6.1. Analysis of the quantitative data ................................................................. 63 3.6.2. Analysis of the qualitative data ................................................................... 64 3.7. Research reliability and validity ......................................................................... 66 3.7.1. Reliability .................................................................................................... 66 3.7.2. Validity ........................................................................................................ 67 3.8. Ethical considerations ......................................................................................... 68 3.9. Summary ............................................................................................................. 68 CHAPTER FOUR: FINDINGS AND DISCUSSION .............................................. 69 4.1. EFL students’ perceptions of self-assessment in writing skill ........................... 69 4.1.1. Overview of students’ perceptions of self-assessment in writing skill ....... 69 4.1.2. Students’ perceptions of general self-assessment in writing skill ............... 69 4.1.3. Students’ perceptions of self-efficacy in their writing skill ........................ 74 4.1.4. Students’ perceptions of benefits of self-assessment in learning writing ... 79 4.1.5. Discussion of the findings ........................................................................... 84 4.1.5.1. Students’ perceptions of overall self-assessment in writing skill ..... 85 4.1.5.2. Students’ perceptions of self-efficacy in their writing skill .............. 87 4.1.5.3. Students’ perceptions of the benefits of self-assessment .................. 89 4.1.6. Summary the findings for RQ1 ................................................................... 92 4.2. Students’ practices of self-assessment in writing skill ....................................... 93 4.2.1. General quantitative results of students’ practices of self-assessment ........ 93 4.2.2. Students’ reported self-assessment practices in writing .............................. 93 4.2.3. Students’ reported practices of self-assessment in the writing process ...... 99 4.2.4. Students’ actual use self-assessment checklist in learning writing ........... 101 4.2.4.2. Students’ reflective journals ............................................................ 103 4.2.4.3. Students’ self-assessment of the overall essay contents ................. 105 4.2.4.4. Students’ self-assessment of the essay organization ....................... 109 vi
9. 4.2.4.5. Students’ self-assessment of the language writing skill.................. 110 4.2.5. Discussion of students’ practices .............................................................. 114 4.2.5.1. Students’ reported practices ............................................................ 115 4.2.5.2. Students’ actual use self-assessment checklist in learning writing . 117 4.2.6. Summary of the findings for RQ2 ............................................................. 119 4.3. Students’ challenges of self-assessment in writing skill .................................. 120 4.3.1. Students’ reported challenges of self-assessment in writing skill ............. 120 4.3.2. Students' challenges of self-assessment in writing skill ................................ 124 4.3.3. Discussion of students’ challenges .............................................................. 124 4.3.4. Summary of the findings for RQ3 ............................................................. 126 4.4. Triangulation of findings .................................................................................. 127 4.5. Chapter summary .............................................................................................. 128 CHAPTER FIVE: CONCLUSION AND IMPLICATIONS ................................ 130 5.1. Summary of key findings ................................................................................. 130 5.1.1. Students’ perceptions of self-assessment in writing ................................. 130 5.1.2. Students’ practices of self-assessment in learning writing ........................ 131 5.1.3. Students’ challenges of self-assessment in writing ................................... 132 5.2. Implications ...................................................................................................... 133 5.2.1. Implications for EFL students ................................................................... 133 5.2.2. Implications for teachers of writing .......................................................... 134 5.2.3. Implications for curriculum developers and policymakers ....................... 135 5.3. Research contributions ..................................................................................... 136 5.3.1. Theoretical contributions ........................................................................... 136 5.3.2. Methodological contributions .................................................................... 137 5.3.3. Practical contributions ............................................................................... 137 5.4. Limitations ........................................................................................................ 138 5.5. Recommendations for further research ............................................................ 139 LIST OF AUTHOR’S WORKS .............................................................................. 138 REFERENCES .......................................................................................................... 141 Appendix A: The pilot questionnaire ............................................................................ P1 vii
10. Appendix B: The official questionnaire ........................................................................ P5 Appendix C: The pilot interview .................................................................................P12 Appendix D: The official focus-group interview ........................................................P13 Appendix E: The official questionnaire of students’ using self-assessment checklist in a writing course ...........................................................................................................P15 Appendix F: Self-assessment checklist .......................................................................P17 Appendix G: Prompts for students’ reflective journal ................................................P20 Appendix H: A sample of the interview coding and theming .....................................P21 Appendix I: A sample of an online writing class ........................................................P28 Appendix J: A sample of a student using self-assessment checklist to assess a first essay draft and revise into a second draft ....................................................................P29 Appendix K: A sample of a student’s reflective journal .............................................P33 Appendix L: A summary criteria of students' self-assessment of the essay...............P35 Appendix M: Content of training program in a public university .............................. P39 Appendix N: Content of training program in a non-public university ........................P38 viii
11. LIST OF TABLES Table 3.1. The sample sizes of the present study ......................................................... 48 Table 3.2. Summary of data collection instruments .................................................... 55 Table 3.3: Summary of Cronbach’s Alpha Coefficients .............................................. 60 Table 4.1. Students' perceptions of general self-assessment in writing skill ................ 70 Table 4.2. Students' perceptions of self-efficacy in their writing skill ......................... 74 Table 4.3. Students’ perceptions of benefits of self-assessment in writing .................. 85 Table 4.4. Students’ reported self-assessment practices in learning writing ................ 95 Table 4.5. Students’ reported practices of self-assessment in the writing process ....... 99 Table 4.6. Participants’ reflection on the role of self-assessment checklists ............. 102 Table 4.7. Examples of students’ self-assessment of the introductory paragraph ...... 106 Table 4.8. Example of students’ self-assessment of the conclusion paragraph .......... 108 Table 4.9. Students' reported challenges of self-assessment in writing skill .............. 121 ix
12. LIST OF FIGURES Figure 2.1. Cyclical phases of self-regulated learning ................................................ 17 Figure 3.1. Mixed methods design .............................................................................. 43 Figure 3.2. Mixed methods sequential exploratory design for the present study ........ 44 Figure 3.3. The analytical framework of the study ..................................................... 50 Figure 4.1. General results of students’ perception of self-assessment ....................... 68 Figure 4.2. Students' perception of self-efficacy in their specific writing skill .......... 76 Figure 4.3. General questionnaire results of students’ practices of self-assessment .... 92 x
13. ABSTRACT In recent decades, extensive research has explored into self-assessment in learner- centered education globally, such as examining its consistency with other assessment forms, students' perceptions, and its association with self-regulated learning models. However, numerous unexplored dimensions persist, particularly the self-assessment of Vietnamese EFL tertiary students in learning writing as a skill, which has long been ignored in teaching practices. This study aims to investigate the perceptions, practices, and challenges of self-assessment in writing skill among Vietnamese students within this specific context. To answer three research questions, a mixed-methods approach that incorporated quantitative and qualitative approaches for collecting and analyzing data. The first set of data on students’ reported perceptions, practices, and challenges of self-assessment in learning writing was gathered via a questionnaire delivered to 450 participants and focus-group interviews with 32 participants from the group of questionnaire respondents. Also, an empirical writing class with 18 students gathered data through a questionnaire, reflective journals, self-assessment checklists, and students' writing papers. The findings highlight Vietnamese tertiary students' positive perceptions of self- assessment in learning writing, emphasizing its role in improving writing skill, enhancing self-efficacy, and providing various benefits. In terms of practice, students demonstrated a strong sense of responsibility and active participation in self-assessment activities. Notably, EFL students made a robust effort to employ self-assessment checklists to self-assess their writing, reflect on their strengths and weaknesses, and take ownership of their progress. However, challenges arise from students' limited experience in self-assessment and relatively low proficiency in English writing. Consequently, some students struggled with identifying grammar errors, including issues with word choice, articles, pronoun usage, verb agreement, and mechanics. This study provides substantial contributions across theoretical, methodological, and practical dimensions. The theoretical framework establishes the groundwork for understanding Vietnamese tertiary EFL students' self-assessment of writing skill, bridging a crucial knowledge gap in Vietnamese higher education. The practical implications offer valuable insights for EFL educators in Vietnam and in the world, highlighting the positive impact of self-assessment on writing skill improvement and providing guidance on integration into instruction through tools like checklists and reflective thinking. The identification of challenges faced by students during self- assessment informs strategies for educators to offer targeted support and create an optimal learning environment. xi
14. CHAPTER ONE INTRODUCTION This chapter provides an overview of the current research, presenting details of the research background, rationale, aim, and research questions. It also defines the research scope and then shows the research significance. Finally, the chapter gives precise details of the research organization. 1.1. Research background In the past few decades, Vietnam's educational system, especially in foreign language education, has undergone significant transformations. English has emerged as the dominant foreign language in the country due to socio-economic development and educational policies. It has become essential for international communication, trade, and attracting foreign investments. English proficiency is now highly sought after for employment, research, and various purposes, such as travelling and studying abroad. Along with the national renovation policy, English as a foreign language (EFL) has been officially taught as a compulsory subject in the educational system since after the Sixth National Congress of the Vietnamese Communist Party in December 1986. Recently, Vietnam's Ministry of Education and Training (MOET) has introduced significant policy changes to prioritize learner-centered learning and foster self-study skills in higher education. For instance, there have been a number of standard policies pertaining to tertiary education, including the implementation of a credit-based training system and a shift towards a combination of summative and formative assessments (MOET Decision No. 25/2006/QĐ-BGD&ĐT, 26th June 2006; MOET Decision No. 43/2007/QĐ-BGD&ĐT, 15th August 2007). These policy decisions have positively reflected a growing recognition of the importance of students' role in the learning process within educational contexts. The shift towards learner-centered learning and the implementation of formative assessment practices represent important advancements in Vietnam's higher education system. These changes not only empower students to take charge of their learning process but also promote a more holistic and effective approach to education that aligns with contemporary educational theories and best practices. The growing interest in formative assessment has positively impacted teaching and assessment practices, emphasizing the improvement of teaching quality and student learning. Formative assessment empowers students to monitor their progress, take responsibility for their learning, and develop learner autonomy (Andrade & Cizek, 2010; Brookhart, 2011; Lee, 2017). Students play a central role in the learning process, engaging in activities, and participating in classroom assessment through self-assessment, peer 1
15. assessment, and collaborative work (Andrade, 2019; Andrade & Boulay, 2003; Brown & Harris, 2013; Nguyễn Hồ Hoàng Thuỷ & Trương Thị Anh, 2021). Self-assessment, in particular, promotes learner autonomy and enhances independent learning, aligning with the principles of formative assessment (Boud, 1995; Gardner, 2000). 1.2. Research rationale In education literature, the shift towards learner-centered learning in higher education is a significant development in Vietnam's educational system. This approach emphasizes student engagement, active learning, and the development of critical thinking skills (Brown & Harris, 2013; Butler, 2016; Smith, 2018). Higher education institutions prioritize learner-centered learning to empower students to take ownership of their learning process and develop the necessary skills for lifelong learning. In addition, learner-centered learning is aligned with contemporary educational theories, such as constructivism and social constructivism, which emphasize the active role of learners in constructing their knowledge (Adam, 2017; Dewey, 1933; Johnson, 2015). It allows learners to actively engage with the language, practice communication skills, and develop a deeper understanding of the language's cultural and contextual aspects. In writing classes, for instance, learner-centered learning encourages students to actively engage with the English language when developing their writing skill. Instead of passively receiving knowledge, students are encouraged to participate in various writing activities, such as brainstorming, drafting, editing, and revising (Oshima & Hogue, 2006). Learners have more opportunities to practice writing in different genres, styles, and contexts, which allows them to explore and experiment with the language. Fostering learner autonomy in developing students' writing skill, students can explore their learning styles, set goals, and take responsibility for their language acquisition process. Remarkably, formative assessment is an integral component of student-centered learning and has gained increasing attention in educational development, especially in EFL contexts (Andrade & Boulay, 2003; Andrade & Du, 2007; Brown & Harris, 2014). Unlike summative assessment, which assesses learning outcomes at the end of a course or semester, formative assessment focuses on providing ongoing feedback to students during the learning process. It is designed to monitor student progress, identify areas of improvement, and inform instructional decision-making (Butler, 2016; Lee, 2017; Race, 2020). In Vietnam’s higher education, formative assessment in English language education can take various forms, including self-assessment, peer assessment, teacher feedback, and collaborative activities. According to Boud (2013), self-assessment encourages students to reflect on their language proficiency, set personal learning goals, 2
16. and evaluate their progress. It empowers students to take charge of their own learning. Peer assessment enables students to provide constructive feedback to their peers, fostering a supportive and collaborative learning environment. Teacher feedback and classroom assessment activities further contribute to the formative assessment process by offering timely guidance and facilitating students' language development. Besides, formative assessment aligns with the principles of learner-centered learning, as it empowers students to actively engage in the learning process, monitor their own learning, and take ownership of their progress (Andrade, 2010; Boud, 2013; Lee & Mak, 2018). It promotes metacognitive skills, self-regulation, and critical thinking abilities, which are essential for students to become proficient and autonomous learners and contribute to their overall growth as effective communicators and critical thinkers in both academic and real-world contexts. Moreover, self-assessment plays a crucial role in the formative assessment process as provided by Andrade (2018) and Boud (1995). These researchers underscored that self-assessment has an important role in enhancing learners' understanding of the learning objectives and effectively monitoring their progress toward their goals. Andrade (2018) implied that self-assessment allows learners to actively engage with the learning process by evaluating their own work and progress. It means that students can gain a clearer understanding of the intended learning outcomes when taking an active role in assessing their performance. They become more aware of the specific criteria and standards against which their work is assessed, thus enhancing their overall perceptions of the learning objectives. Additionally, self-assessment provides students with opportunities to reflect on their strengths and weaknesses, enabling them to identify areas for improvement and set realistic goals. Students can take ownership of their learning process and make informed decisions about their learning strategies and priorities by actively monitoring their own progress. Likewise, Boud (1995) further supported the importance of self-assessment in student-centered learning by highlighting its role in promoting metacognitive awareness. Learners develop a deeper understanding of their learning processes, including their learning styles, preferences, and strategies through self-assessment. This heightened self-awareness enables students to make more informed choices about their learning methods, adapt their approaches as needed, and become more self-directed in their learning. Therefore, it is possible to conclude that self-assessment is to optimize students’ learning and enhance student- centered learning in the classroom. However, the current understanding of teaching and learning writing as a skill of classroom practice through self-assessment in Vietnam at the tertiary level is somewhat 3
17. limited in the existing literature. There is a lack of comprehensive insights into the perceptions, practices, and challenges that Vietnamese EFL students face when engaging in self-assessment in writing skill. This current knowledge gap highlights the need for further research in this area. In addition, the specific population gap of Vietnamese EFL tertiary students has been overlooked in many studies examining self- assessment in learning writing. This gap emphasizes the importance of investigating the role of self-assessment in teaching and learning writing to Vietnamese EFL students at the tertiary level. Thirdly, there is a practical knowledge gap concerning the implementation and application of self-assessment in teaching and learning writing as a classroom practice within a specific context of higher education in Vietnam. While the theoretical underpinnings and potential benefits of self-assessment are acknowledged in the literature, there is a lack of practical guidance and evidence-based strategies for effectively integrating self-assessment practices into the writing curriculum. Therefore, this research aims to address these gaps by conducting an in-depth investigation into the current state of teaching and learning writing, with a particular focus on self- assessment. By doing so, this study intends to contribute to the existing knowledge by providing valuable insights and a deeper understanding of the use of self-assessment in the context of teaching and learning writing to Vietnamese EFL students at the tertiary level. 1.3. Aims and research questions The primary focus of this study is to examine the perceptions, practices, and challenges encountered by Vietnamese EFL tertiary students' self-assessment in writing skill. Within the domain of students' perceptions of self-assessment in writing skill, the study aims to gain valuable insights into EFL students' perspectives and attitudes toward self-assessment in learning writing as a skill. The research objective is firstly to understand the overall perceptions of EFL students' self-assessment in their writing skill. In the same vein, the study seeks to investigate students' perceptions of self- efficacy and the perceived benefits of self-assessment in writing skill. Meanwhile, the research also delves into students' self-assessment practices, exploring both reported practices and actual engagement of tertiary students’ self-assessment in learning writing. The ultimate research objective is to explore the challenges encountered by EFL students' self-assessment while learning writing, with a particular focus on understanding their real engagement in the self-assessment process. To achieve these aims, the study addresses three specific research questions: 1. What are Vietnamese EFL students’ perceptions of self-assessment in writing skill? 2. How do Vietnamese EFL students practice self-assessment when learning writing? 4
18. 3. What are the challenges encountered by Vietnamese EFL students in self-assessment in writing skill? By investigating these research questions, the study seeks to provide a comprehensive understanding of how Vietnamese EFL tertiary students perceive, practice, and encounter self-assessment in learning writing as a skill. The findings of this research can enrich the existing knowledge base and inform educational practices, curriculum development, and instructional strategies in the teaching and learning of writing as a productive skill for Vietnamese EFL students at the tertiary level. 1.4. Research scope This study defines its scope as an investigation into the perceptions, practices, and challenges related to self-assessment in the process of learning English writing among Vietnamese EFL tertiary students. The research was conducted over a six-month period at two universities in the southern region of Vietnam. The participants exclusively comprised second-year students majoring in English who volunteered to participate in this research. The research narrows its focus by employing cognitive and constructivist theories, metacognition theory, and reflection theory as the theoretical background for self- assessment, emphasizing autonomous and self-regulated learning in the context of writing. Additionally, it utilizes a mixed-methods approach, integrating both quantitative and qualitative approaches in two stages. In the first stage, the study administered a questionnaire to a large number of EFL students and conducted eight focus-group interviews. During the empirical stage, an 8-week project was conducted with a group of second-year students who were enrolled in an online writing course designed to enhance their writing skill. These students were assigned tasks that included writing essays, using self-assessment checklist to self-assess their papers and revising them, and finally completing a questionnaire and reflective journals. The study specifically aimed to gain insights into Vietnamese EFL tertiary students' perceptions, practices, and challenges associated with self-assessment in the context of learning writing. 1.5. Significance of the research This research bears notable significance in the field of English language education within higher education in Vietnam, particularly regarding students’ perceptions, practices, and challenges of self-assessment in learning English writing. The findings of this study can provide insights into the current state of English writing instruction at Vietnamese universities, which can further inform higher education strategies for 5
19. English language teaching, program development, teaching methodologies, and related conditions pertinent to English writing instruction. Firstly, investigating the perceptions, practices, and challenges of self-assessment in learning writing among Vietnamese EFL students helps bridge gaps in the existing literature, such as knowledge, population, empirical, and methodology gaps. In the specific context of higher education and writing skill, there has been limited attention given to self-assessment within Vietnamese university settings. Therefore, this study can add to the body of knowledge by shedding light on this crucial aspect of learning writing as a skill through self-assessment. Secondly, the study's methodology, derived from a combination of cognitive and constructivist theories, metacognitive theory, and reflection theories, along with the integration of quantitative and qualitative methods, contributes to the advancement of research methodologies in the field. Additionally, the use of multiple data collection tools (questionnaires, interviews, self-assessment checklists, reflective journals, and students' papers) enables the gathering of diverse data types, fostering a comprehensive and detailed understanding of self-assessment in learning writing among Vietnamese EFL students. This methodological contribution can inspire future research endeavours and serve as a reference for other researchers investigating similar topics. The findings of this research carry practical implications for English writing lecturers, curriculum developers, and policymakers. By gaining insight into how EFL students perceive and engage in self-assessment in English writing, educators can tailor more effective instructional strategies and assessment practices to improve students' writing skill. Regarding students' actual perceptions of self-assessment, English writing instructors can guide students' understanding in the correct direction while also refining their own teaching approaches. Besides, in terms of students' reflective practices of self- assessment in writing skill, both English lecturers and students at Vietnamese universities can recognize these practices as relevant issues requiring scientific solutions to enhance the effectiveness of writing instruction. Finally, concerning the research results on students’ challenges of self-assessment in English writing skill, writing lecturers responsible for English teaching at Vietnamese universities can classify these challenges into at least two groups: negative challenges that need to be overcome and positive ones that require redirection or improvement in better ways. By examining the challenges faced by Vietnamese EFL students in the self-assessment process, lecturers can inform support mechanisms and interventions to address these issues. Students can benefit from a better understanding of the challenges of self-assessment, enabling them to become more self-directed 6
20. learners and take ownership of their writing development. 1.6. Organization of the study Chapter 1 provides an overview of the current study, including the research background, research rationale, research questions, research aims, scope, and significance of the study. It sets the stage for the entire research project and outlines the key aspects that will be explored. Chapter 2 presents a critical thematic review of relevant literature. It examines theoretical background of self-assessment in learning writing and explores theories of assessment related to self-assessment. This chapter also identifies research gaps in previous studies on self-assessment issues, highlighting the need for further investigation. Chapter 3 focuses on the research methodologies employed in this study. It discusses the research approaches and research design used to gather data and address the research questions. The chapter describes the research contexts, sites, participants, and the role of the researcher. Moreover, it presents the instruments for data collection and data analysis, while addressing ethical considerations, reliability, and validity issues. Chapter 4 reports and discusses the findings of the study. It presents the results of the data collected on students' perceptions, practices, and challenges of self-assessment in learning writing. The chapter provides an analysis of the data and engages in a thorough discussion of the findings, highlighting key patterns, themes, and implications. Chapter 5 summarizes the key findings of the study and provides implications for the field of self-assessment in English language education. It highlights the contributions of the research and discusses potential directions for future research in this area. The chapter concludes the study by bringing together the main insights and offering a closing reflection on the overall research endeavor. 7