Résumé:
Reading comprehension plays a vital role in teaching English as a foreign language. Thus, the
present study aims to shed light on evaluating EFL secondary school teachers' self-designed
reading comprehension tasks, particularly to assess the current perceptions and practices of
EFL secondary school teachers towards their self-designed reading comprehension tasks. To
achieve the aims of the study, the qualitative paradigm is opted for. Accordingly, data were
gathered through the use of a semi-structured interview administered to six selected secondary
school teachers in Jijel. The obtained results from this instrument showed that EFL teachers
place high importance on reading and assessment. While they display great personal and
professional reading engagement, there is opportunity for development, particularly in training
and assessment practice consistency. The variety in practices and attitudes emphasizes the
importance of continued professional development and assistance to ensure that all teachers
can design and administer effective, reliable, and accurate reading assessments. Additionally,
there is a necessity for ongoing adaptation to new theories and practices in reading assessment
