3. Date of birth: 3 February, 1976 4. Place of birth: Hải Phòng
5. Admission decision number: 667/QĐ-ĐT dated 06/8/2015 by UED Rector
6. Changes in academic process:
+ Decision to allow changes in the name of the thesis theme No. 123/QĐ-ĐT dated 07/2/2017 by UED Rector
+ Decision to allow the extension of training period No 1225/QĐ-ĐTdated30/7/2018 by UED Rector
+ Decision to allow the extension of training period No 126/QĐ-ĐT dated24/1/2019 by UED Rector
+ Decision to allow the extension of training period No 275/QĐ-ĐT dated20/6/2019 by UED Rector
7. Official thesis title: The Washback Effect of the Vietnam Six-levels of Foreign Language Proficiency Framework: The Case of the English Proficiency Graduation Benchmark at Vietnam National University of Arts Education.
8. Major: Educational Assessment and Evaluation 9. Code: 9 14 01 15
10. Supervisors: Assoc.Prof, Ph.D. Nguyen Phuong Nga, Prof, Ph.D. Pham Le Hoa
11. Summary of the new findings of the thesis:
It is the first thesis to deal with the washback existence of an English Language Test of The Vietnam Six-levels of Foreign Language Proficiency Framework on teaching and learning English as Foreign Language for non-English major students at tertiary education in Vietnam.
This thesisdefinited a system of selected concepts and tools to be used as foundation for building a specialized research approach; clarifying features of the Washback Effect of the Vietnam Six-levels of Foreign Language Proficiency Framework that related to enact educational innovation and evaluation of foreign language teaching and learning at all levels in the national education system.
This thesis investigated the changes from The Vietnam Six-levels of Foreign Language Proficiency Framework to institutional policies of English as Foreign Language learning and teaching as well as to key dimensions of learning and teaching activities at National University of Arts Education (NUAE) in Hanoi, Vietnam.
This thesis investigated the washback effect of The Vietnam Six-levels of Foreign Language Proficiency Framework on language learning and teaching situated within non-English major departments in one of the Vietnamese universities. The contribution of this thesis may provide insight into educational innovations driven by the English language benchmark policy in order to aim for improved future English education at a tertiary level.
The findings suggest that university teachers should be trained how to design and administer educational assessments and tests that help them to design test items and tasks, which suit their students’ needs for English as Foreign Language tests. This should also be solid collaboration among Vietnamese policy makers, language educators, and test writers, test users, English teachers in preparing educational assessments and tests that can have the beneficial washback effects of the Vietnam Six-levels of Foreign Language Proficiency Framework upon the design and enactment of language curriculum, instruction, and assessment as a whole. The findings have contributed to the knowledge of the nature of washback and provide a better understanding of identifying different levels of washback effects using different empirical data. With this mind, washback effects of tests could be positive if such tests are tailored to students’ needs for their further studies or for future employment because the students needs could be a catalyst for increasing students’ motivation to learn to achieve English level 3/6 of the Vietnam Six-levels of Foreign Language Proficiency Framework in 2025.
12. Practical applicability, if any:
The contribution of this thesis may provide insight into educational innovations and evaluation driven by the English language benchmark policy in order to aim for improved future English education at a tertiary level in Vietnam as well as help students get further study of Educational Assessment and Evaluation.
13. Further research directions, if any:
The thesis gives ways to a number of further studies and researches on Educational Assessment and Evaluation, teachers of English, teachers of foreign-language etc.
14. Thesis-related publications:
[1] Đinh Thị Phương Hoa (2015), Một số giải pháp tăng cường các kỹ năng thực hành tiếng Anh cho sinh viên không chuyên ngữ Trường Đại học Sư phạm Nghệ thuật Trung ương. Tạp chí Giáo dục Nghệ thuật, tháng 11/2015, (15) tr.80-85.
[2] Đinh Thị Phương Hoa (2017), Tác động của đề thi ngôn ngữ đến hoạt động dạy và học tiếng Anh ở một số nước trên thế giới và Việt nam: đối sánh kết quả từ nghiên cứu lý luận. Tạp chí Giáo dục Nghệ thuật, tháng 11/2017, (23), tr.51-57.
[3] Đinh Thị Phương Hoa. (2018), Washback of The Vietnam Six-levels of Foreign Language Proficiency Framework on Institutional Policies and Teaching English as Foreign Language for non-English major students at National University of Arts Education, Proceeding of Education for All (Kỷ yếu Hội thảo quốc tế về Giáo dục cho tất cả, tháng 9 năm 2018). Nhà xuất bản Đại học Quốc Gia Hà Nội, ISBN 978-604-62-6622-8, tr. 217-229.
[4] Đinh Thị Phương Hoa. (2019), Washback of The Vietnam Six-levels of Foreign Language Proficiency Framework on Teaching English as Foreign Language for non-English major students at National University of Arts Education. In R.K. Prabhakara (Ed.), Proceeding of The 5th International Conference Language, Society, and Culture in Asian Context (LSCAC 2018). Jakarta, Indonesia: MNC Publishing. ISBN 978-602-462-248-0, tr. 1550-1578
[5] Đinh Thị Phương Hoa. (2019). “Các giải pháp nâng cao năng lực dạy học tiếng Anh cho giảng viên, sinh viên ngành sư phạm nghệ thuật theo mục tiêu của Đề án Ngoại ngữ Quốc Gia 2020”. Đề tài khoa học cấp Bộ Giáo dục và Đào tạo. Mã số GD – 17. Năm 2017 – 2018: xếp loại Đạt.
[6] Đinh Thị Phương Hoa (2020), Washback of English Proficiency Test in Classroom Activities at National University of Arts Education. VNU Journal of Science: Education Research, 36(1). ISSN 2588-1159. https://doi.org/10.25073/2588-1159/vnuer.4335
