1. Full name: Dinh Minh Thu                                                       2. Sex: Female

3. Date of birth: 20/01/1979                                                        4. Place of  birth: Hai Phong

5. Admission decision number: 1456/QĐ-ĐHNN của ĐH Ngoại Ngữ, ĐH Quốc Gia Hà Nội ngày 31 tháng 07 năm 2017

6. Changes in academic process: No

7. Official thesis title: Washback of an English Achievement Test to Teachers: a Study at a University in Vietnam

8. Major: Theory and Methods in English Language Teaching

9. Code: 914023101

10. Supervisors:

     1: Assoc. Prof. Dr. Nguyen Van Trao

     2: Dr. Duong Thu Mai

11. Summary of the new findings of the thesis:

The thesis has new contributions both theoretically and empirically. Theoretically, the research has critically reviewed previous washback theories on teachers, theories on teachers’ perceptions and practices to scaffold a new conceptual framework for the current study. New elements were added to this framework, especially the washback on the teachers’ professional development. In addition, the research design was also new, compared to other washback research designs. A baseline research was conducted prior to the major study, which shed the light on the background factors to justify the findings of the major study. Throughout the empirical study, the above-mentioned conceptual framework was updated, fitting the specific research context. Empirically, the first new point was the findings found four themes. Two newly-added themes include the teaching objectives and the teacher professional development. The teacher’ role was interested in the washback mechanism. Two other new points were related to the teachers’ professional status and their need of professional development. The diversities in these aspects strongly led to the diversities in their perceptions and practices under the influence of an English achievement test.

12. Practical applicability, if any:

The research can be duplicated in reality. Theoretically, the research conceptual framework can be applied to other research on other tests which do not only belong to the field of testing and assessment but other educational fields like maths or literature. The framework can also function in other settings. Methodologically, other future research can take the research design as a reference. The baseline study and the triangulation methods help increase the research validity. Practically, the research findings help the teachers at the research site self-reflect, and the local authorities make reasonable decisions. Educationally, the research facilitates the teacher training in methodology and in language assessment.

13. Further research directions, if any:

The research findings and discussion recommend a wide range of research opportunities to make an amendment on the shortcomings of the current research and to stretch to the new research fields.

Regarding washback research, three research dimensions are suggested. Firstly, the current washback study was merely bounded by specific factors at the researched university, leaving potential research in other educational institutions of different educational levels with different tests. The research conceptual framework (Figure 2.6) and the research finding summary framework (Figure 4.2) can be transferred to other research contexts. New elements like professional development were added to the framework, which have not occurred elsewhere. Secondly, collaborative research amongst interested teachers from the universities having the similar research problem which is stated in the current research, or the scope expansion of the present research to more than one university in Vietnam, can make a greater contribution to the tertiary English language education on the national scale. Thirdly, the present research can become the baseline for further research at the research site on washback on teachers from students’ perspective, in the quantitative approach, or the future professional transformation of the participants.

Wider research areas beyond washback can be motivated from the findings of the current research. In language assessment, potential research emerges in relevance to the issues of teacher identity, testing and assessment culture, teacher assessment literacy, teachers’ and students’ motivation, learner autonomy, code switching, and technology application, etc. Such implications can enrich the research fields, contributing to the development of language education and the wider areas. Furthermore, the conceptual framework (Figure 2.6) can even be applied as a theoretical base for research on testing and assessment in other subjects like mathematics, literature and biology.

14. Thesis-related publications:

Thu, D.M. (2020). Washback to language teachers: A review of models and empirical research in and beyond Vietnam. VNU Journal of Foreign Studies. (36).4. 1-14.

Thu, D.M. (2020). Washback of an English achievement test on teachers’ perceptions at a Vietnamese university. VNU Journal of Foreign Studies. (36).3. 1-16.

 Thu, D.M. (2019). Developing a washback framework of English tests to teachers’ perceptions and practices. Proceeding of the International Graduate Research Gymnasium. pp. 757-767. Vietnam National University Press, Hanoi.

Thu, D.M. (2018). Developing a conceptual framework for washback of English tests to EFL teachers’ perceptions of teaching aspects. Proceeding of the International Graduate Research Gymnasium. pp. 620-633. Vietnam National University Press, Hanoi.