THE USE OF RUBRICS AMONG 2ND-YEAR MAINSTREAM STUDENTS AT FELTE, ULIS, VNU TO SELF-REGULATE THEIR WRITING PROCESS: FREQUENCY, PERCEIVED EFFECTIVENESS, OBSTACLES AND SOLUTIONS

• Main Author: Vũ, Thị Kim Chi
• Other Authors: Nguyen, Thu Le Hang
• Format: Final Year Project
• Language: English
• Published: 2020
• Subjects: Ngôn ngữ Tiếng Anh; Kỹ năng viết; Sinh viên
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/100372
• Institution: Vietnam National University, Hanoi

Rubrics are believed to enhance students’ self-regulation in writing, yet there is little research that has been done on the use of rubrics by students in the context of Vietnam tertiary education. This paper, hence, aims to investigate the situation of 2nd-year mainstream students’ use of rubrics at Faculty of English Language Teacher Education in terms of frequency and perceived effectiveness. Firstly, the frequency and effectiveness of rubrics in helping students self-regulate their writing were measured by a self-report questionnaire. Three interviews with respondents whose answers provide worth-discussing data were conducted in order to yield more information about the difficulties and recommendations they had while using rubrics. The results indicate that while two thirds of the surveyed students have already accessed to a rubric of any kind, most of them did not use it on a regular basis. Moreover, the overall effectiveness level of rubrics in helping students self-regulate their writing in their perceptions is “effective” throughout the four stages: goal setting, planning, revising and editing. In order to raise this level to “very effective”, the interviewees suggested several ways including designing instructional rubrics for each writing genre and popularizing the introduction and instruction of rubrics use to students among teachers at FELTE, ULIS, VNU.