Vietnamese university EFL teachers’ and students’ beliefs and teachers’ practices regarding classroom assessment

Abstract This study investigates Vietnamese university EFL teachers’ and students’ beliefs practices regarding classroom assessment. Data were collected from a questionnaire administered to 455 participants (104 teachers 351 students), interviews with nine twelve students, 18 observations of 90-min lessons in five universities Vietnam. In general, the aware all assessment types current literature. They dominantly used interactive scaffolding performance also denoted some contextual factors as barriers their practices, leading seeming negligence other practices. The students preferred formative tasks (e.g., group work), while believed that summative could engage learning associated Implications for L2 are discussed.