This paradigm is based on the belief that reality is socially constructed through human interactions and interpretations. In research, it focuses on understanding the subjective meanings and experiences of participants. The interpretivist paradigm values qualitative methods to explore the complexity of social phenomena, emphasizing context and the importance of the researchers’ and participants’ perspectives in shaping findings.
Published in Chapter:
Summative or Formative Assessment?: Diversity in EFL Learners' Perspectives in Teachers' Assessment Practices
Yen H. Phuong (Can Tho University, Vietnam),
Thanh-Thao Le (Can Tho University, Vietnam), Thi-Anh-Thu Huynh (Can Tho University, Vietnam), Anh-Thi Nguyen (Can Tho University, Vietnam), Huong-Tra Nguyen (Can Tho University, Vietnam), and Trut-Thuy Pham (Can Tho University, Vietnam)
Copyright: © 2024
|Pages: 20
DOI: 10.4018/979-8-3693-2623-7.ch001
Abstract
This study explores the attitudes of eight EFL learners in Vietnam towards their teachers' summative and formative assessment techniques. Encompassing students from various academic years, the research utilizes in-depth interviews and thematic analysis to delve into the intricate layers of experiences with both assessment methods. The qualitative approach allows a thorough exploration of individual narratives, considering cultural, linguistic, and developmental factors shaping attitudes toward assessments. Specifically, the study examines learners' interpretations of traditional summative assessments, evaluating their impact on stress, motivation, and perceived fairness. Simultaneously, it explores encounters with formative assessments, emphasizing how continuous feedback aids learning and caters to individual needs. The study aims to provide context-specific insights, bridging the gap between theoretical and practical aspects of assessment in the Vietnamese EFL setting for educators.