EFL TEACHERS’ STRATEGIES FOR FOSTERING INCLUSIVITY THROUGH ALTERNATIVE ASSESSMENT IN HIGHER EDUCATION

Abstract

This qualitative study delves into EFL teachers’ strategies for promoting inclusivity in language assessment through their utilization of alternative approaches to accounting for students’ diverse sociocultural backgrounds, language learning experiences, and levels of proficiency. Drawing on data from a narrative frame and semi-structured interviews, the research engaged 10 English teachers from a private university in Vietnam. These participants have employed various forms of AA in their teaching. The findings highlight the transformative potential of AA in catering to individual differences among students and empowering them with opportunities for personalized and holistic learning experiences. The teachers’ strategies for inclusivity were implicated in their design of AA, incorporation of culturally relevant content, and provision of additional support. Moreover, the study underscores the importance of creating a supportive classroom environment that values diversity and collaboration. The insights gleaned from this research contribute to the ongoing discourse on enhancing inclusivity in assessment practices within the context of Vietnamese higher education.