PROBLEMS ENCOUNTERED BY FOURTH-YEAR ENGLISH-TEACHING MAJORS AT HANOI OPEN UNIVERSITY IN DESIGNING LISTENING COMPREHENSION TESTS
DOI:
https://doi.org/10.59266/houjs.2026.1194Keywords:
evaluation model, listening test design, fourth-year English-Teaching majorsAbstract
This article investigates the difficulties that fourth-year English-Teaching majors at Hanoi Open University face in designing listening comprehension tests and examines the factors that cause them. Based on the CIPP evaluation model, the study focuses on three main factors affecting pre-service teachers’ listening test design competence: context, input, and process. Using a mixed-method approach, data were collected from 105 fourth-year English-Teaching majors and analyzed in detail. The findings reveal that despite students’ general understanding of listening assessment principles, they still face considerable challenges in selecting appropriate materials, aligning test tasks with learners' levels, targeting listening sub-skills, and ensuring test validity and reliability. The results show that limited access to suitable materials and a shortage of practice opportunities make students struggle with test design. Accordingly, the study proposes increased guided practice, improved access to listening resources, and more systematic feedback to improve the listening test design competence of the fourth-year English-Teaching majors at Hanoi Open University.
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