Exploring Bebines EFL Teacher's Perceptions of the Assessment of Speaking Skills in Two Public Schools of Abomey-Calavi
Exploring Bebines EFL Teacher's Perceptions of the Assessment of Speaking Skills in Two Public Schools of Abomey-Calavi

Author: Jean-Marc Gnonlonfoun

Publisher: GRIN Verlag

Published: 2017-01-30

Total Pages: 23

ISBN-13: 3668388512

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Scientific Study from the year 2016 in the subject Pedagogy - Miscellaneous Topics, , language: English, abstract: 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.

Revisiting EFL Assessment
Revisiting EFL Assessment

Author: Rahma Al-Mahrooqi

Publisher: Springer

Published: 2017-01-10

Total Pages: 350

ISBN-13: 3319326015

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This book examines acknowledged practices and demonstrates to teachers how to make the most out of their assessment practices. It also explores different assessment methods for skills such as reading, writing, listening and speaking. Forecasting the future of assessment and where concepts like alternative assessment and dynamic assessment are heading, it also shows how relatively new teaching methods such as communicative methodologies and problem-based learning are reflected in assessment. This book represents a forum where contributors have presented their research and innovative ideas and practices on the important topic of assessment and opened a fresh debate on it. It offers an excellent reference guide for EFL teachers, practitioners, researchers and testing and assessment specialists. Each chapter examines central issues in assessment and their connection with teaching and learning in EFL contexts.

Evaluation in Foreign Language Education in the Middle East and North Africa
Evaluation in Foreign Language Education in the Middle East and North Africa

Author: Sahbi Hidri

Publisher: Springer

Published: 2016-09-27

Total Pages: 346

ISBN-13: 3319432346

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This book presents evaluation cases from the Middle East and North Africa (MENA) context, investigating the various facets of evaluation in different parts of the MENA region and beyond. In 19 chapters, it explores cases from Tunisia, Saudi Arabia, Egypt, Sudan, Syria, the UAE, Turkey, Iran and Morocco. The book highlights the impact of evaluation on a range of stakeholders, arguing that it has repercussions at the individual, societal, economic, cultural and political levels, that it also has an ethical dimension, and that it is tailored to people’s needs, helping them to remain abreast of the effectiveness and efficiency of programs. Further, the book explores controversial issues concerning different evaluation themes, such as teacher and staff evaluation, assessment practices, text genre analysis evaluation, assessment of productive skills, textbook and ICT evaluation, evaluation of ELT certificates and programs, quality assurance, ESP needs analysis, assessment literacy, and dynamic assessment. It addresses key challenges, such as who the “right people” to implement evaluation are, and the appropriate use of evaluation results to avoid any misuse or harm to any stakeholder. In closing, the book calls for further research venues on the relevance of evaluation, testing and assessment in the MENA context and beyond.

Evaluation of the Direct Method Use in Teaching English Speaking Skill at one of Misurata Secondary Schools, Libya
Evaluation of the Direct Method Use in Teaching English Speaking Skill at one of Misurata Secondary Schools, Libya

Author: Widad Ben Rabaa

Publisher: GRIN Verlag

Published: 2021-06-02

Total Pages: 15

ISBN-13: 3346414647

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Academic Paper from the year 2021 in the subject Didactics - English - Pedagogy, Literature Studies, Misurata University, language: Arabic, abstract: This paper is done for two objectives. The first objective is to investigate the profile of students’ speaking ability before the implementation of the direct method. Then, the second one is to describe whether the direct method is an effective method to improve speaking ability or not. This study took place at Shohada Abu-Rwiaya Secondary School. The sample was 26 students of the 2nd secondary year, they all were in the same level of English. The method in this study was Action Research which consisted of three cycles, the first cycle had two classes, the second and the third ones had only one class. The technique of collecting data was done through oral pretest and post tests in the form of scores. The data was analyzed quantitatively to obtain the total mean of the both tests.

Conversation Analysis and Second Language Pedagogy
Conversation Analysis and Second Language Pedagogy

Author: Jean Wong

Publisher: Routledge

Published: 2010-06-11

Total Pages: 456

ISBN-13: 1136975837

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Conversation and speaking skills are the key building blocks for much of language learning. This text increases teachers’ awareness about spoken language and suggests ways of applying that knowledge to teaching second-language interaction skills based on insights from Conversation Analysis (CA). Conversation Analysis and Second Language Pedagogy: reviews key CA concepts and findings directly connects findings from CA with second language pedagogy presents a model of interactional practices grounded in CA concepts includes numerous transcripts of actual talk invites readers to complete a variety of tasks to solidify and extend their understandings features a useful collection of practical teaching activities. The time is ripe for a book that blends conversation analysis and applied linguistics. This text takes that important step, extending the reaches of these once separate academic fields. Assuming neither background knowledge of conversation analysis nor its connection to second language teaching, it is designed for courses in TESOL and applied linguistics and as a resource for experienced teachers, material developers, and language assessment specialists seeking to update their knowledge and hone their craft.

Resisting English Hegemony
Resisting English Hegemony

Author: Ewa Barbara Krawczyk

Publisher: BRILL

Published: 2019-01-14

Total Pages: 137

ISBN-13: 9004394370

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Resisting English Hegemony examines personal and educational English as a Foreign Language (EFL) journey of five public high school teachers and the ways they manifest their pedagogical practices to develop their students’ skills in the English language. This research explores history of EFL in pre and post-communist Poland, EFL teachers’ testimonies, methodologies and tools available for educators interested in EFL theories having roots in research and hands on experience in the EFL learning/teaching field. The research also focuses the development of students’ speaking, communicative, and cooperative skills in post-communist Poland, in the era of Poland’s membership in the European Union, and the era of widespread technology, Internet accessibility, visualization and globalization. The data for this study was collected over three months, and includes classroom observations and personal interviews with the study participants. The data from each participant was compared with the rest of the participants, and the analysis was done through drawing commonalities among their experiences and ways of teaching English as a Foreign Language.

English Language at Secondary Education in Bangladesh
English Language at Secondary Education in Bangladesh

Author: Ranjit Podder

Publisher: LAP Lambert Academic Publishing

Published: 2012

Total Pages: 104

ISBN-13: 9783659214042

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The focus of the study was to explore Bangladesh secondary English teachers' understandings about listening and speaking skills assessment as well as to learn the barriers and enablers they encounter in assessing those two skills. The study showed that the Bangladesh secondary English curriculum does not include the assessment of listening and speaking skills, although the curriculum document gives a mandate to teachers to practise and assess all the four language skills - listening, speaking, reading, and writing. The study also indicated that teachers taught English mixing with Bangla language; they had not been trained to assess listening and speaking skills; the English curriculum required restructuring to make way for listening and speaking skills assessment; teachers needed listening and speaking resources to enable them to undertake both listening and speaking practices and assessment; and above all, it shows that the teachers need instruction from the education authority in order to start aural-oral skills assessment in schools. This qualitative study with six Bangladeshi secondary school English teachers employed classroom observations and semi-structured interviews.

Evaluating ALL Teachers of English Learners and Students With Disabilities
Evaluating ALL Teachers of English Learners and Students With Disabilities

Author: Diane Staehr Fenner

Publisher: Corwin Press

Published: 2015-03-04

Total Pages: 273

ISBN-13: 1483394182

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Unique Student Strengths and Needs Require Unique Teacher Evaluation Methods. Teacher evaluation should never be used in a “one-size-fits-all” manner, especially when evaluating all teachers who work with English Learners (ELs) and students with disabilities. Evaluations of all teachers who work with diverse learners require unique considerations. Such considerations are precisely what you’ll learn in this comprehensive, action-oriented book. Backed by research and case studies, the authors detail: Four Principles for Inclusive Teacher Evaluation of diverse learners compatible with the Danielson and Marzano frameworks Specialized “look-fors” evaluators can use and adapt to recognize effective teaching of diverse learners Strategies for coaching teachers who need more support reaching diverse learners