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Description
Krashen, in his work in the 1980s, emphasized the significance of positive attitudes in language acquisition, suggesting that learners with a positive attitude towards the learning process are more likely to succeed in mastering a foreign language. Clapham (1996) highlighted the role of assessment in shaping learners’ attitudes towards language learning, indicating that well-designed assessments can positively influence students’ atttitudes and engagement. Assessment in English as a Foreign Language (EFL) plays a pivotal role in shaping students’ attitudes and performance. This research delves into the formative and summative assessment factors influencing students’ attitudes at Tay Nguyen University. Based on Gardner (1972) and Macnamara (2014)’s theories, a theoretical framework of assessment and attitudes was used in this descriptive study. Employing a mixed-methods approach, the study utilized a questionnaire to collect data from 525 students at Tay Nguyen University. The research explores students’ experiences and perceptions regarding formative and summative assessment. Preliminary findings indicate students’ appreciation of the importance of assessment and a positive correlation between assessment and students’ attitudes. This assessment fosters active learning, self-regulation, and continuous improvement. Moreover, classroom activities, feedback, and assessment fairness have the strongest impacts on students’ learning attitudes. The study also offers some recommendations on assessment to enhance a positive attitude towards English learning among students at Tay Nguyen University in Vietnam.
Keywords: assessment, learning, students’ attitudes.
