INTERRELATIONSHIPS AMONG COGNITIVE, AFFECTIVE, AND BEHAVIORAL ATTITUDES TOWARD PORTFOLIO ASSESSMENT IN A VIETNAMESE VOCATIONAL EFL CONTEXT
DOI:
https://doi.org/10.63506/jilc.1001.415Keywords:
Portfolio assessment, cognitive attitude, affective attitude, behavioral attitude, vocational educationAbstract
This study examined the relationships among cognitive, affective, and behavioral attitudes toward portfolio assessment among non-English-major students in a Vietnamese vocational EFL context. A mixed-methods correlational design was employed to explore the perceived attitudes of 57 A2-level students enrolled in a General English course at a vocational college in Southern Vietnam. Quantitative data were collected through a 5-point Likert-scale questionnaire, while qualitative data came from open-ended responses, interviews, and classroom self-observations. Descriptive statistics generally suggested positive attitudes across the three dimensions. Pearson correlation analysis indicated significant positive associations between cognitive and affective attitudes (r = .809, p < .01), cognitive and behavioral attitudes (r = .855, p < .01), and affective and behavioral attitudes (r = .877, p < .01). Qualitative findings further demonstrate that students who reported more positive beliefs about portfolio assessment also tended to have greater emotional engagement and more enthusiastic learning behaviors. However, examination-oriented learning habits and limited learner autonomy may have constrained the consistency of reflective and self-directed engagement with portfolio-based learning.
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