A sociocultural analysis of teacher language assessment literacy (LAL) development: Stories from a novice Vietnamese EFL teacher

Dr Xuan Minh Ngo^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

6 Paper
2 Article
1 Chapter

6 results

Filter

2024
A Vygotskian perspective on teacher LAL (Language Assessment Literacy) development: Insights from a narrative inquiry in Vietnam
Ngo, D. X. M., 2024.
Research output: Contribution to conference › Paper › peer-review
2023
Opening the black box of experience in language assessment literacy (LAL) research: a sociocultural perspective
Ngo, X. M., 15 Nov 2023.
Research output: Contribution to conference › Paper › peer-review
2022
Rethinking teacher assessment education: a sociocultural perspective
Ngo, X. M., Mar 2022.
Research output: Contribution to conference › Paper › peer-review
Taking the middle ground in narrative research: how I adopted a Vygotskian lens in a narrative inquiry into teacher assessment literacy
Ngo, X. M., 2022.
Research output: Contribution to conference › Paper › peer-review
2021
Diversifying theoretical and methodological approaches to language assessment: The use of narrative inquiry and Vygotsky’s sociocultural theory in an investigation into teacher assessment literacy development
Ngo, X. M., 2021.
Research output: Contribution to conference › Paper › peer-review
2019
What do they really see when they observe? Novice teachers’ use of observation as formative assessment
Ngo, X. M., 2019.
Research output: Contribution to conference › Paper › peer-review