Teachers' And Learners' Perceptions Of Using Dynamic And Formative Assessment To Improve Oral Proficiency In Efl Classes The Case Of Third Year University Students And Teachers Of English

Résumé: Abstract Assessment is a vital instrument for enhancing teaching and learning. Therefore, it is an important issue to shed light on teachers’ and learners’ perceptions of using dynamic and formative assessment to improve oral proficiency in foreign language classes in the Department of English at M’sila and Algiers University. In order to test our hypotheses about teachers’ and learners’ attitudes towards dynamic and formative assessment, we used survey research. The data are gathered through the use of two questionnaires. The first one is administrated to thirty teachers (n1=30), 15 teachers are from English department of M’sila university and the others are from English department of Algiers university. The second one is provided to sixty English students (n2=60) in order to collect their attitudes about the two types of assessment. Both of these samples are chosen randomly. The results of analysis indicate that teachers have a negative attitude towards dynamic assessment; they unconsciously practice it in classroom, but they do not know it as a term or as a type of assessment. In addition, the results of analysis demonstrate that teachers have a positive attitude towards formative assessment, they are aware about its effectiveness in classroom as well as they practice it to improve students’ oral proficiency. Whereas, the results of analysis indicate that students have a negative attitude towards dynamic and formative assessment. Students are not aware and familiar with assessment and its types.

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