In the context of global economic integration in which English language competence along with essential soft skills have increasingly been of great significance, it is the responsibilities of teachers of English in general and Business English in particular to facilitate project-based learning. However, assessment of project-based learning has always been the matter of concern every teacher at educational institutions wrestles with. The purpose of this paper is to deal with issues related to assessment in project-based learning in the teaching of Business English at a university of foreign languages. The research is based on theoretical foundations of project-based learning assessment in English language teaching. The reality of assessing project-based learning in Business English teaching at a university are investigated and issues encountered in the assessment are under detailed discussion.The research puts forward thoughtful pedagogical implications along with assessment criteria and assessment rubics for gaining further reliability and validity for the assessment. The article aims at equipping teachers with effective tools for implementing project-based learning assessment in Business English contexts.
Thu Hang Nguyen, Danang University of Foreign Languages, Vietnam
Mai Yen Tran Vu, Danang University of Foreign Languages, Vietnam
Stream: English as a Lingua Franca
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