Language Teachers’ Adaptability to Digital Transformation: Online Assessment Practices in Vietnam Higher Education
DOI:
https://doi.org/10.17507/tpls.1407.34Keywords:
digital transformation, adaptation, online assessment, higher educationAbstract
This qualitative study conducts three in-depth interviews with language educators representing the Faculties of Chinese, English, and Russian Linguistics at a university in Vietnam. The research aims to explore their experiences and perspectives amid the rapid digital transformation catalyzed by the post COVID-19 pandemic, with a particular focus on their adaptation to online assessment. Utilizing a semi-structured interview format with open-ended questions, the study comprehensively examines various aspects of online assessment techniques, the challenges faced during the pandemic, and the future implications of blended learning in higher education. The findings highlight the remarkable adaptability and resilience of language educators in responding to the multifaceted challenges. Despite the abrupt shift to online assessment methods, these educators effectively embraced innovative approaches, reflecting their commitment to upholding academic standards amidst adversity. The research underscores the critical importance of higher education institutions prioritizing investments in the professional development of educators and equipping students with essential digital skills. Beyond preserving the educational advancements made during the pandemic, it positions higher education for a future in which technology drives profound transformations in learning and assessment methodologies. In essence, this study offers valuable insights into the adaptability and resilience of language educators, illuminating the path forward for higher education in an increasingly digital landscape.
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