Using Alternative Assessment to Improve EFL Learners’ Learning Achievement: From Theory to Practice

Hoang Yen Phuong (Editor)
School of Foreign Languages, Can Tho University, Can Tho City, Vietnam

Thi Van Su Nguyen (Editor)

Series: Languages and Linguistics, Education in a Competitive and Globalizing World
BISAC: LAN020000



Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick


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This book is an effort to review the theoretical framework for the use of alternative assessment in EFL contexts and provides a collection of empirical research on alternative assessment for different groups of EFL learners in various classrooms. The aim of the book is not to simply review the past literature on alternative assessment in EFL, rather it aims to evaluate current language policy reforms, in which opportunities for alternative assessment are incorporated. Recent developments and possibilities for alternative assessment implementation in specific language skills are encouraged. The book provides empirical findings specific to certain sub-skills using alternative assessment strategies in EFL. Both the theoretical framework, and the insights and implications from the empirical research described in the book will make alternative assessment more accessible to language teachers in the most relevant and practical way.
(Imprint: Nova)


Chapter 1. The Use of Alternative Assessment in Language Teaching Context: A Review of Portfolio Assessment in L2/EFL Writing Courses
(Anh Nguyet Diep, Chang Zhu and Minh Hien Vo, Department of Educational Sciences, Vrije Universiteit Brussel, Brussels, Belgium, and others)

Chapter 2. English Curriculum Reform and Formative Assessment Policies: Cross-Case Analysis - Implications for Alternative Assessment Research in Vietnam
(Thi Van Su Nguyen, School of Foreign Languages, Can Tho University, Can Tho, Vietnam)

Chapter 3. The Use of Self-Assessment to Improve EFL Students’ Speaking Performance: A Review
(Tran Thi Thanh Quyen, Department of General English and English for Specific Purposes, School of Foreign Languages, Can Tho University, Can Tho City, Vietnam)

Chapter 4. Performance-Based Assessment: Implications to English Language Classrooms
(Vo Phuong Quyen, Department of English Language and Culture, Can Tho University, Can Tho City, Vietnam)

Chapter 5. Impact of Online Peer Feedback on Students’ Writing Performance and Attitude
(Hoang Yen Phuong and Thi Que Phuong Nguyen, School of Foreign Languages, Can Tho University, Can Tho, Vietnam)

Chapter 6. Benefits and Challenges of Using Analytic Rubrics for Students’ Speaking Self-Assessment
(Hoang Yen Phuong and Thanh Xuan Phan, Can Tho University, Can Tho, Vietnam)

Chapter 7. The Implementation of Portfolios in Academic Writing Classrooms
(Thi Thu Nga Phan, Faculty of Foreign Languages, Ho Chi Minh City Open University, Ho Chí Minh City, Vietnam)


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