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Arab World English Journal (AWEJ) Volume 17. Number 3, September 2026 Pp.566-582
Ho Chi Minh City Open University, Ho Chi Minh City, Vietnam
Formative assessment can support self-regulated learning, yet limited empirical evidence has established how specific formative assessment practices predict different dimensions of self-regulated learning in Vietnamese higher education. This study examined university EFL students’ levels of self-regulated learning and perceptions of formative assessment practices, investigated the relationship between the two constructs, and determined the predictive contributions of teacher feedback, peer feedback, and self-assessment and reflection to overall self-regulated learning and its dimensions. Using a quantitative cross-sectional predictive design, data were collected through a 50-item self-report questionnaire completed by 268 undergraduate students at a public university in Vietnam. Descriptive statistics, Pearson correlation, and multiple linear regression analyses were conducted. Students reported relatively high levels of self-regulated learning and generally positive perceptions of formative assessment. Formative assessment and self-regulated learning were strongly and positively correlated (r = .848, p < .001). The three formative assessment practices jointly explained 72.9% of the variance in overall self-regulated learning. Self-assessment and reflection was the strongest predictor, followed by teacher feedback, while peer feedback made a smaller but statistically significant contribution. The dimension-specific analyses further revealed that different formative assessment practices predicted different aspects of students’ regulation of learning. These findings contribute context-specific evidence that learner-involving assessment is particularly important for developing self-regulated learning in university EFL education. EFL instructors should therefore integrate structured self-assessment, reflective activities, timely teacher feedback, and scaffolded peer feedback. Future research should employ mixed methods and multi-institutional samples to strengthen explanatory depth and generalizability.
Ho, P.T.M., & Bui, Q. T. T. (2026). Formative Assessment Practices as Predictors of Self-Regulated Learning among University EFL Students in Vietnam. Arab World English Journal, 17(3):566-582.
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Phuong Thanh My Ho got her Doctoral Degree from University of Southern California, USA. She has worked as a university lecturer and educational manager for over 30 years. She teaches Graduate programs in TESOL at Curtin University, Australia and HCMC Open University. She is the supervisor of several Master Theses in TESOL and education. Her ORCID is https://orcid.org/0009-0009-1838-3488
Quyen Thi Thuc Bui is a full-time lecturer at Ho Chi Minh City Open University, Vietnam. She holds a PhD in English Language Studies. Her publications primarily examine how pedagogy, assessment, and technology can shape and enhance teaching and learning experiences in English language education contexts. Her ORCID is https://orcid.org/0009-0006-1946-7497