Current Problems and Proposed Solutions for Testing Speaking: Opinions of EFL Teachers (original) (raw)
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Creation of speaking tests for EFL communication classes
Abstract：When teaching a communication class, any achievement test that wishes to have construct and content validity should include communication tasks. As there is emphasis on oral communication in the syllabi of most communication classes, again, it should be imperative to include oral communication tasks in any test associated with said classes. Doing so will also ensure positive backwash from the test is attained. In this paper the major differences between oral communication language testing and other forms of language testing will be discussed and a method of oral testing proposed. The pitfalls and benefits associated with oral communication testing are also covered.
Creation of speaking tests for EFL communication classes (特集 外国語教育)
2010
ハグリー エリック Abstract:When teaching a communication class, any achievement test that wishes to have construct and content validity should include communication tasks. As there is emphasis on oral communication in the syllabi of most communication classes, again, it should be imperative to include oral communication tasks in any test associated with said classes. Doing so will also ensure positive backwash from the test is attained. In this paper the major differences between oral communication language testing and other forms of language testing will be discussed and a method of oral testing proposed. The pitfalls and benefits associated with oral communication testing are also covered.
"Challenges in Modern English Language Testing Based on Speaking Skills"
Language Testing, 2024
This paper explores the challenges faced by English language learners in modern English language testing, particularly in assessing speaking skills. It identifies issues such as low student interest, limited parental support, perceived lack of quality among English teachers, insufficient use of technology and multimedia resources, and the absence of reallife projects and practical applications. These challenges can lead to decreased motivation, hindered language development, and limited opportunities for English language learners (ELLs) to apply their speaking skills in authentic contexts, ultimately affecting their overall language proficiency. Potential solutions include implementing assessment types that consider the contextual background of the learners, increased use of technology and multimedia resources, and prioritizing real-life projects. By incorporating these solutions, language learners can receive more comprehensive support, improved teaching methods, and increased opportunities to practice and enhance their speaking skills, ultimately leading to a more effective and equitable language assessment process.
Authentic Assessment of Speaking Skill In EFL Class
Journey: Journal of English Language and Pedagogy
The objectives of this study are to find out and determine the dominant type of authentic assessment used by teachers, the activity of authentic assessment implemented by teachers, the advantages and disadvantages of using authentic assessment in speaking class.This study used qualitative methods which employed interview, observation, and documents to collect the data. Using the purposive sampling technique, three English teachers at MA NW Perian under Yayasan Pondok Pesantren Pendidikan Darul Muttaqien (YP3DM) NWDI Perian were chosen as the participants of the study. The results of this research showed that (1) the dominant type of authentic assessment used in assessing speaking was performance based assessment; (2) the dominant authentic assessment activities used in assessing speaking were discussion, role-play and debate activity; (3) all of the English teachers agreed that using authentic assessment helped their students demonstrate and perform their true abilities without che...
This article, firstly, discusses how assessment methods used in the EFL domain of language testing have undergone changes in line with the Communicative Language Teaching approach (CLT). Secondly, the article explores what factors need to be considered when it comes to make decisions concerning individual leaner’s achievement in foreign language skills in a fair manner. The article also emphasizes the outcomes-based education system and continuous assessment procedure to which many parents, teachers, and general public in Asian countries still show a great dissatisfaction. Finally, it attempts to answer two questions: Why should the testing procedure be changed? And on what ground should it be changed to cater for the EFL/ESL learners’ present linguistic demands in a globalized world?
Examining speaking : research and practice in assessing second language speaking
2011
This edited volume develops a theoretical framework for validating tests of second language ability. The chapter authors show how an understanding and analysis of the framework and its components can assist test developers to operationalise their tests more effectively, especially in relation to the key criteria that differentiate one proficiency level from another. The book provides an up-to-date review of the relevant literature on assessing speaking, an accessible and systematic description of the different proficiency levels in second language speaking and a comprehensive and coherent basis for validating tests of speaking. It will be of considerable interest to examination boards who wish to validate their own speaking tests in a systematic and coherent manner, as well as to academic researchers and graduate students in the field of language assessment more generally.
Teachers' Assessment Approaches Regarding EFL Students' Speaking Skill
Profile: Issues in Teachers' Professional Development, 2021
This paper reports an exploratory and descriptive qualitative study on speaking assessment approaches in a teacher education program at a Colombian university. The study aimed to explore how four in-service English language teachers approach the assessment of students' speaking skill. The data were gathered through classroom observations, interviews, and documentary analysis. Results revealed teachers' preference for summative assessment practices to determine students' progress regarding speaking. As a conclusion, teacher professional development in terms of language assessment may be seen as an alternative to develop significant assessment processes where students, teachers, and the institution can be benefited.
International Journal of English Studies, 2013
This paper examines some of the best known proficiency tests in English, with particular focus on the oral component. Attention is paid to the following issues, among others: the weighting of oral elements in testing, the criteria used for the assessment of oral skills and the relation of these to the general guidelines in the Common European Framework of Reference (CEFR), and the kinds of tasks and marking systems used for assessment. Our aim is to evaluate these tests as a means of determining the extent to which they can be considered valid tools for the assessment of oral performance, considering their significance, relevance and implications in the broader context of the modern world. We contend that, as is the case with teaching processes in general, which need to be continuously evaluated and reformulated, this is true of English testing, especially oral skills, given the special nature of the spoken language.