Assessment of Narrative Writings by Japanese Native Teachers in Vietnam:

Study Using Think-aloud Protocol

Abstract

In this paper, we discuss to clarify the determining criteria for good writings by native teachers (NT) teaching Japanese at universities in Vietnam upon assessing narrative writings about “problems/ challenges” as well as their areas of focus in reading such essays. The Think-aloud Protocol was conducted on two NTs. The study showed while the criteria for good writings by NT1 had been “Sequence”, “Accomplishing the Task”, “Clarity of Main Point” and “Japanese”, he focused on “Event Description, “Sequence” and “Accomplishing the Task” while reading the essays. Similarly, the study showed that NT2 selected good writings based on “Accomplishing the Task” and “Event Description” while also focusing on additional elements such as “Accuracy” and “Japanese” when reading the essays.