TEACHER ASSESSMENT LITERACY IN TASK-BASED LANGUAGE TEACHING (TBLT) AT UNIVERSITIES IN VIETNAM

Abstract

Task-based language teaching (TBLT) has gained widespread recognition as a leading teaching approach
globally, prompting extensive research into various aspects of this methodology. Despite this, little research has
been done to evaluate assessment in TBLT principles. To address this gap, this study seeks to examine the
application of Task-Based Language Assessment (TBLA) in several Vietnamese universities, where TBLT is
implemented as the main teaching methodology. A questionnaire was used to collect quantitative data from 52
teachers at these institutions, where TBLT serves as the primary teaching methodology. The findings show that
teachers have a basic awareness of several key aspects of TBLA, including the use of authentic tasks, criterion-
referenced assessment, and direct assessment methods. However, there are still gaps in their understanding and
practices, particularly concerning the integration of language skills and the creation of reliable scoring criteria.
This study highlights the need for further teacher training in TBLA to address the mismatch between teaching
and testing practices, ensuring effective implementation and assessment in TBLT-focused curricula.