Implementation of Ungrading in Vietnamese EFL Education: A Qualitative Study of Teachers' Perspectives

Main Article Content

Trut Thuy Pham
Thanh Thao Le


Introduction: Ungrading is an innovative assessment method that emphasizes individual learning journeys over conventional grading systems. As an emerging topic in educational reform, it promises to enhance intrinsic motivation and engagement among students. Therefore, the current study aimed to assess both the advantages and challenges of implementing ungrading in Vietnamese EFL contexts. By focusing on the experiences of EFL teachers at various career stages, the study aims to uncover insights into the operational and cultural barriers, as well as the potential benefits of this non-traditional assessment approach.

Methodology: The methodology of this study was rooted in qualitative research, utilizing semi-structured interviews to gather data. A total of nine Vietnamese EFL teachers from two different educational institutions participated in the study. These teachers represented a range of career stages, providing a diverse perspective on the adoption of ungrading. Thematic analysis was employed to interpret the data collected from these interviews.

Results: The thematic analysis highlighted a range of challenges associated with the implementation of ungrading. Early-career teachers reported difficulties in adapting teaching methods and providing tailored feedback within existing constraints. Mid-career teachers faced resistance from students accustomed to traditional grading systems. Teachers nearing the end of their careers struggled with integrating ungrading into an entrenched grade-centric educational framework. Despite these challenges, significant benefits of ungrading were identified, such as increased student motivation, improved interactions between students and teachers, and the promotion of critical thinking and lifelong learning skills.

Conclusion: The findings from this study shed light on the complexities of adopting ungrading in Vietnamese EFL contexts and indicate a substantial need for support and strategic planning in implementing such educational innovations. The study underscores the transformative potential of ungrading in language learning environments and emphasizes the importance of considering both cultural and institutional factors when introducing educational reforms. This research contributes to the broader discourse on alternative assessment methods, advocating for a more nuanced approach to evaluation in education.

Article Details

How to Cite
Pham, T. T., & Le, T. T. (2024). Implementation of Ungrading in Vietnamese EFL Education: A Qualitative Study of Teachers’ Perspectives. Journal of Contemporary Language Research, 3(2), 64–72.
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