An investigation into English-majored students’ perception towards the effectiveness of authentic assessment in project-based learning at Can Tho University

Abstract

There has been a gradual shift for learners to not only acquire and produce but also evaluate their English purposefully instead of passively perceiving grammatical rules and focus on syntactic accuracy. This has paved the way for a piece of research specifically designed to shed more light on the following question “To what extent do English-majored sophomores (Cohort 45) at Can Tho University perceive the effectiveness of authentic assessment used in project-based learning?”. A total of 40 Vietnamese English majors are surveyed in this quantitative research using a five-point Likert scale. Findings of the research suggest that a majority of participants perceive the authentic assessment used in project-based learning in a relatively positive manner and that it helps them improve their both language development and task achievement.