An Investigation of Teachers’ Practices in Assessing EFL Learners’ Speaking Performances

Abstract

Assessment has an undeniable importance in education and in the teaching process in particular. Hence, the main objective of this study is to investigate the different practices used by oral expression teachers to assess students’ oral performances. The study attempts as well to probe the types of assessment, the materials, and the activities that teachers use to teach and assess the speaking skill at the English Language Department of Mohamed Seddik Ben Yahia University, Jijel. The current study is based on the hypothesis that when teachers of oral expression adopt different assessment types and practices, and when they vary in their assessment criteria, it positively influences EFL learners speaking skill. As for the theoretical part of the dissertation in hand, two chapters in which “Speaking” and “Assessment” were dealt with. The third chapter was practical in nature and discussed the descriptive paradigm that was opted for in this paper. The data were gathered through the use of two research tools; a questionnaire addressed to fifty-five participants (55) out of three hundred and thirty-two (332) first year EFL license students, along with an online interview that was conducted with four (4) teachers of the oral expression module at the department of English. The analysis of the data showed that teachers rely more on formative assessments. Teachers also make use of different practices and activities to assess their learners’ speaking skill, mostly presentations, interviews, roleplays and debates. Furthermore, they take into account different criteria in the assessment process, focusing more on fluency and accuracy. On the ground of the obtained results, pedagogical recommendations to facilitate the process of assessment for teachers and to make the student knowledgeable of the importance of speech and speech assessment. Finally, suggestions for further future research are proposed.