The Assessment Of Oral Expression In The Efl Classroom: Teachers’ Practices

Résumé: The purpose of the current research is to explore EFL teachers’ assessment practices of oral expression at MLD University- Setif2. In this respect, an exploratory design is implemented using a semi-structured adapted questionnaire which is administered to 12 EFL teachers of oral expression selected using a purposive convenience sampling technique. The data were analyzed quantitatively using SPSS.22 and qualitatively via thematic analysis. The results revealed that teachers tended to assign grades to students as the main objective for their oral assessment practices. In addition, they were found to utilize oral presentations, paper-pen exams, debates and interviews as the major tasks for the oral assessment. Furthermore, another finding revealed that grammar, vocabulary and oral fluency were the main criteria considered by teachers for assessing students’ oral skills. Finally, teachers were found to utilize the holistic scoring as a measurement procedure for assessment. Accordingly, a range of pedagogical implications is offered to the concerned parts, namely, teachers, students, administrators and policy makers.

Publié dans la revue: Aleph