Email this article ENHANCING COMMUNICATION COMPETENCE VIA ASSESSMENT ACTIVITIES OF SPEAKING SKILLS FROM COMMUNICATIVE APPROACH
Abstract
In teaching language, testing and evaluation play a very important role in helping teachers identify the proficiency, levels of acquiring knowledge, language skills of students, and assessing the problems that exist in learning and teaching. Thanks to assessment activities, teachers actively adjust and improve teaching methods, helping students solve the difficulties they face. This article focuses on the assessment activities of English-speaking skills through Communicative Approach (CA) for law-major students in order to improve speaking skills effectively. The study was conducted to 80 law-major students at the Hanoi Law University. The findings showed that communicative approach assessment measures bring about a number of benefits and challenges as well as expresses the perspectives of students towards applying CA in assessing speaking skill.
Keywords
Full Text:
PDFReferences
Allan, D. (1999). Testing and Assessment. English Teaching Professional, 11, 19-20.
An, H., & Wilder, H. (2010). A bottom-up approach for implementing electronic portfolios in a teacher education program. Journal of Digital Learning in Teacher Education, 26(3), 8491.
Brown, G. & Yule, G., (1983). Teaching the spoken language. Cambridge: Cambridge University Press
Brown, H. D. (1994). Teaching by principles- an interactive approach to language pedagogy. Prentice Hall Regents.
Carless, D. (2007). Learning-oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57-66.
Chaney, A. (1998). Teaching oral communication in grades k-8. USA: A Viacom Company.
Cowie, B., & Bell, B. (1999). A model of formative assessment in science education. Assessment in Education: Principles, Policy, & Practice, 6(1), 101-116.
Cord, B., Bowrey, G., & Clements, M. (2010). Accounting students reflections on a regional internship program. Australasian Accounting, Business and Finance Journal, 4(3), 4764.
Cord, B. A., & Clements, M. (2010). Pathway for student self-development: A learning orientated internship approach. Australian Journal of Adult Learning, 50(2), 287307.
Darling-Hammond, L. (1988). Accountability and teacher professionalism. American Educator, 12, 813.
Dean, B. A., Sykes, C., Agostinho, S., & Clements, M. (2012). Reflective assessment in work-integrated learning: To structure or not to structure, that was our question. Asia Pacific Journal of Cooperative Education, 13(2), 103113.
Edgar, S., Francis-Coad, J., & Connaughton, J. (2012). Undergraduate reflective journaling in work integrated learning: Is it relevant to professional practice?. Asia-Pacific Journal of Cooperative Education, 14(3), 147156.
Graue, M. E. (1993). Integrating theory and practice through instructional assessment. Educational Assessment, 1, 293309
Harvey, M., Coulson, D., Mackaway, J., & Winchester-Seeto, T. (2010). Aligning reflection in the cooperative education curriculum. Asia-Pacific Journal of Cooperative Education, 11(3), 137152.
Hughes, K., Mylonas, A., & Benckendorff, P. (2013). Students reflections on industry placement: Comparing four undergraduate work-integrated learning streams. Asia-Pacific Journal of Cooperative Education, 14(4), 265279.
Larsen-Freeman, D. 1991. Research on language teaching methodologies: A review of the past and an agenda for the future in K. de Bot, R. Ginsberg, and C. Kramsch (eds.). Foreign Language Research in Cross-Cultural Perspective, 11932. Amsterdam/Philadelphia: John Benjamins Publishing Co. _
Madaus, G. F., West, M. M., Harmon, M. C., Lomax, R. G., & Viator, K. A. (1992). The influence of testing on teaching Math and Science in grades 412. Chestnut Hill, MA: Center of Study of Testing, Evaluation, and Educational Policy, Boston College.
Nunan, D. (1999). Second language teaching and learning. Boston: Heilne & Heilne
Ogilvie, A., & Douglas, K. (2007). Online role plays and the virtual placement: Aiding reflection in work-integrated learning. In: R. J. Atkinson, C. McBeath, S. K. A. Soong & C Cheers (Eds.), ICT: Providing choices for learners and learning, (pp. 780785). Singapore: Centre for Educational Development.
Thompson, P. W. (1995). Notation, convention, and quantity in elementary mathematics. In J. T. Sowder & B. P. Schappelle (Eds.), Providing a foundation for teaching mathematics in the middle grades (pp. 199221). New York: State University of New York Press.
Thorndike, E. L. (1922). The psychology of arithmetic. New York: Macmillan.
Tunstall, P., & Gipps, C. (1996). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal, 22, 389404.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Whitford, B. L., & Jones, K. (2000). Kentucky lesson: How high stakes school accountability undermines a performance-based curriculum vision. In B. L. Whitford & K. Jones (Eds.), Accountability, assessment, and teacher commitment: Lessons from Kentuckys reform efforts. Albany, NY: State University of New York Press.
Woodley, C. & Beattie, S. (2011). Communal reflections on the workplace: Locating learning for the legal professional. Asia-Pacific Journal of Cooperative Education, 12(1), 1930.
DOI: https://doi.org/10.24071/llt.v23i2.2497
Article Metrics
Abstract view : 2180 timesPDF view: 781 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Nguyen Thi Hong Thu, Tam Thi Dao
Indexed and abstracted in:
LLT Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.