The present study focuses on the assessment of oral skills during lifelike situations in normal classrooms in Beninese secondary schools. Quantitative data (questionnaire) was collected from 20 EFL teachers from two schools.
The results show that teachers felt that it is difficult to assess oral skills, and the most common reason for this was the lack of time, which again was the cause of big class sizes and tight schedule. It also seemed that the assessment they do is not consistent, and that there are a lot of personal differences between teachers, and these differences influence their classrooms massively. When they did find time for assessment, teachers focused mostly on aspects of oral language such as vocabulary and pronunciation.
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 2. Problem statement
- 3. Purpose and Significance
- 4. Literature Review
- 5. Methodology
- 6. Findings
- 7. Discussions
- 8. Recommendations
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study investigates the assessment of oral English skills in Beninese secondary schools from the perspective of EFL teachers. It aims to understand the challenges teachers face in assessing speaking skills within the constraints of their classrooms and to explore the methods and focus areas of their assessment practices.
- Challenges in assessing oral English skills in Beninese classrooms
- Teachers' perceptions and beliefs about oral language assessment
- Frequency and methods of oral skills assessment employed by teachers
- Specific aspects of oral language prioritized during assessment
- Influence of classroom context and constraints on assessment practices
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This chapter sets the stage by highlighting the underemphasis of oral skills in Beninese schools due to factors like overcrowded classrooms and limited time. It introduces the study's focus on exploring the assessment of oral skills through the lens of EFL teachers and the existing gap in understanding how this assessment is conducted.
2. Problem statement: This chapter establishes the need for the study by emphasizing the influence of teachers' preconceived beliefs and experiences on their teaching and assessment practices. It points to a lack of research specifically examining how teachers' beliefs shape their assessment of oral English skills in Beninese secondary schools, highlighting the stability of these beliefs and their connection to teachers' theories of language and assessment.
3. Purpose and Significance: This chapter outlines the study's specific objectives, focusing on how teachers feel about assessing speaking skills, how frequently they assess them, and what aspects of oral language they prioritize. It also discusses the significance of the study, emphasizing the challenges of assessing speaking skills in normal classroom settings, such as time constraints, creating equal assessment situations, and managing student anxiety in public speaking contexts. It highlights the need for diverse assessment exercises depending on the specific skill being evaluated.
4. Literature Review: This chapter explores the complexities of language testing, contrasting objective and subjective testing methods. It discusses the challenges of testing speaking skills, citing Madsen (1983) on the difficulty of preparing, administering, and scoring speaking tests. The chapter then reviews existing research on oral skills assessment, noting a focus on test situations rather than classroom situations and the scarcity of studies specifically addressing oral skills assessment in Beninese classrooms. Finally, it discusses the nature of oral skills, highlighting the role of time constraints, social context, and the need for versatile classroom exercises.
Schlüsselwörter (Keywords)
Oral skills assessment, everyday EFL classes, Benin, teachers' perceptions, time constraints, classroom assessment, speaking skills, language testing, teacher beliefs.
Frequently Asked Questions: Assessment of Oral English Skills in Beninese Secondary Schools
What is the overall focus of this study?
This study investigates the assessment of oral English skills in Beninese secondary schools from the perspective of EFL teachers. It aims to understand the challenges teachers face in assessing speaking skills within their classrooms and explores their assessment methods and focus areas.
What are the key themes explored in this research?
Key themes include the challenges of assessing oral English skills in Beninese classrooms; teachers' perceptions and beliefs about oral language assessment; the frequency and methods of oral skills assessment used; specific aspects of oral language prioritized during assessment; and the influence of classroom context and constraints on assessment practices.
What are the main chapters and their summaries?
The study is structured as follows: Chapter 1 (Introduction) sets the context, highlighting the underemphasis of oral skills and the research gap. Chapter 2 (Problem Statement) establishes the need for the study, focusing on the influence of teacher beliefs. Chapter 3 (Purpose and Significance) outlines the study's objectives and significance, emphasizing the challenges of assessing speaking skills in real classroom settings. Chapter 4 (Literature Review) explores language testing complexities, reviews existing research on oral skills assessment, and discusses the nature of oral skills.
What challenges do teachers face in assessing oral English skills?
Teachers face numerous challenges, including overcrowded classrooms, limited time, managing student anxiety in public speaking contexts, creating equal assessment situations for all students, and the need for diverse assessment exercises depending on the specific skill being evaluated. The study also highlights the influence of teachers' preconceived beliefs and experiences.
What methods and aspects of oral language are prioritized by teachers?
The study investigates the frequency and methods of oral skills assessment employed by teachers and explores which specific aspects of oral language (pronunciation, fluency, grammar, vocabulary, etc.) they prioritize during assessment.
What is the significance of this research?
The research is significant because it addresses the lack of understanding regarding how oral English skills are assessed in Beninese secondary schools. It highlights the practical challenges of assessing speaking skills in typical classroom settings and the need for more effective and contextually appropriate assessment methods.
What keywords are associated with this study?
Keywords include: Oral skills assessment, everyday EFL classes, Benin, teachers' perceptions, time constraints, classroom assessment, speaking skills, language testing, teacher beliefs.
What literature is reviewed in the study?
The literature review explores the complexities of language testing, contrasting objective and subjective methods. It discusses challenges in testing speaking skills, referencing relevant research, and highlights the scarcity of studies focusing on oral skills assessment in Beninese classrooms. The review also considers the influence of time constraints, social context, and the need for versatile classroom exercises.
- Quote paper
- Jean-Marc Gnonlonfoun (Author), Ida Tchibozo (Author), Regis Johnson (Author), 2016, Exploring Bebines EFL Teacher's Perceptions of the Assessment of Speaking Skills in Two Public Schools of Abomey-Calavi, Munich, GRIN Verlag, https://www.grin.com/document/352330
