Exploring challenges in spoken courses evaluation in authentic assessment at Wollo University in Ethiopia

Authors

Ayalew Yimer Wollo University, Ethiopia. https://orcid.org/0009-0009-8661-0574
Taye Regassa Addis Ababa University, Ethiopia. https://orcid.org/0009-0002-2837-4912

DOI:

https://doi.org/10.34142/2709-7986.2025.30.1.08

Keywords:

authentic speaking assessment, traditional assessment, EFL challenges, inclusive approaches, linguistic differentiation

Abstract

Purpose. The current study aims to explore problems with the introduction of authentic speaking assessments in English as a Foreign Language (EFL) courses at Wollo University, Ethiopia.

Methodology. Methods data were collected from 25 ELT teachers, and 30 EFL students at the end of their ELT class via structured questionnaires, semi-structured interviews, and document reviews. Quantitative data were statistically analyzed, and qualitative data were thematically analyzed to identify deficiencies in assessment practice.

Results. The results identified challenges including the absence of task-relevant context, variable criteria of assessment, insufficient resources, limited teacher professionalization, and factors influencing students (e.g., anxiety, lack of feedback). On the other hand, teachers have a huge challenge to ensure that the different learners have their assessment needs satisfied, in terms of the relationship between assessment procedures and real-life communication. Meanwhile the students also have limited opportunities to speak and limited chances to receive valuable feedback. Challenges include time limitations, professional development limitations, and the absence of classroom resources. Qualitative findings identify the critical need for culturally appropriate assessments, i.e., to recognize the language plurality in Ethiopia.

Conclusions. The mismatch between the assessment method and students' requirement for communicative course work also is limiting. Due to the demand of genuine, equitable and reliable assessment tools to enhance students' spoken English, the current study recommends specific teacher training to address these issues, including life size assessment in assessment, and effective exploitation of resources.

Downloads

Download data is not yet available.

Author Biographies

Ayalew Yimer, Wollo University, Ethiopia.

Foreign Languages and Literature, Lecturer (M.A) HLJC, Wollo University, Dessie, Ethiopia.

Taye Regassa, Addis Ababa University, Ethiopia.

Ph.D., Foreign Language and Literature, Assistant Prof. (Ph.D.) HLJC, Addis Ababa University, Addis Ababa, Ethiopia.

References

Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.

Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press. https://doi.org/10.1093/applin/ams032

Basturkmen, H. (2010). Developing courses in English for specific purposes. Palgrave Macmillan. https://doi.org/10.1057/9780230290518

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson Education.

Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (2nd ed.). Pearson Education.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/I.1.1

Chapelle, C. A., & Sauro, S. (2017). The handbook of technology and second language teaching and learning. Wiley-Blackwell. https://doi.org/10.1002/9781118914069

Day, C. (2013). The New Lives of Teachers. In M.A. Flores, A.A. Carvalho, F.I. Ferreira, M.T. Vilaça (Eds.), Back to the Future. SensePublishers. https://doi.org/10.1007/978-94-6209-240-2_4

Dolgin, J., Kelly, K., & Zelkha, S. (2010). Authentic assessments for the English classroom. National Council of Teachers of English

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

Farrell, T. S. C. (2018). Reflective language teaching: Practical applications for TESOL teachers. Bloomsbury Publishing.

Freeman, D. (2017). Educating second language teachers: Theorizing and practicing teacher education. Oxford University Press.

Freeman, L. (2017). The importance of explicitly teaching language and literacy to English language learners. Practical Literacy: The Early and Primary Years, 22(2), 37–40.

Fulcher, G. (2010). Practical language testing. Routledge. https://doi.org/10.4324/980203767399

Gass, S. M., & Mackey, A. (2007a). Data elicitation for second and foreign language research. Routledge. https://doi.org/10.4324/9780203826102

Gass, S. M., & Mackey, A. (2007b). Input, interaction, and output in second language acquisition. In B. Vanpatten, & J. Williams (Eds.), Theories in second language acquisition (pp. 175-200). London: LEA.

Graves, K. (2008). The language curriculum: A social contextual perspective. Language Teaching, 41(2), 147–181. https://doi.org/10.1017/S0261444807004867

Habtamu, N., & Belay, B. (2023). Examining English Language Instructors’ Practice of Reflective Teaching Components in Ethiopia. Educational Challenges, 28(2), 75-96. https://doi.org/10.34142/2709-7986.2023.28.2.06

Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Education.

Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Sage Publications.

Hubbard, P. (2013). Computer-assisted language learning: Critical concepts in linguistics. Routledge.

Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge University Press.

Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge University Press.

Jacobs, G. M., & Kimura, H. (2013). Cooperative Learning and Teaching. TESOL International Association

Jones, L. (2007). The student-centered classroom. Cambridge University Press.

Kostikova, I., Miasoiedova, S., Razumenko, T., Chernenko, A., & Pochuieva, O. (2019). Teaching English speaking for FCE: using Facebook as a tool of instructional practice. Amazonia Investiga, 8(22), 719–727. https://amazoniainvestiga.info/index.php/amazonia/article/view/825/773

Kumaravadivelu, B. (2008). Understanding language teaching: From method to postmethod. Routledge. https://doi.org/10.4324/9781410615725

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355

Luoma, S. (2004). Assessing speaking. Cambridge University Press. https://doi.org/10.1017/CBO9780511733017

McNamara, T. F. (2009). Language testing. Oxford University Press.

Mishan, F., & Timmis, I. (2015). Materials development for TESOL. Edinburgh University Press. https://doi.org/10.1515/9780748691371

Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. Routledge.

Nunan, D. (2004). Task-based language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667336

Orr, M. (2002). The FCE speaking test: Using rater reports to help interpret test scores. System, 30(2), 143–154. https://doi.org/10.1016/S0346-251X(02)00003-2

Ptushka, A. (2024). Level Characteristics of Foreign Language communicative competence development of students for technical specialties. Educational Challenges, 29(1), 124–134. https://doi.org/10.34142/2709-7986.2024.29.1.09

Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.

Sakuda, S. (2023). Creating authentic assessments for the language classroom. CELE Journal, 31, 83–91.

Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. Pearson Education.

Skehan, P. (2014). Individual differences in second language learning. Routledge.

Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143–179. https://doi.org/10.1017/S0261444811000528

Veretiuk, T., & Chetveryk, V. (2024). Developing critical thinking in language and literary education. In Scientific exploration: Bridging theory and practice (pp. 138–141). Berlin. https://dspace.hnpu.edu.ua/handle/123456789/16506

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Weir, C. J. (2005). Language testing and validation: An evidence-based approach. Palgrave Macmillan.

Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research, and Evaluation, 2(2), 1–3. https://doi.org/10.7275/ffb1-mm19

Downloads

PDF (English)

Published

2025-03-27

How to Cite

Yimer, A., & Regassa, T. (2025). Exploring challenges in spoken courses evaluation in authentic assessment at Wollo University in Ethiopia. Educational Challenges, 30(1), 119–137. https://doi.org/10.34142/2709-7986.2025.30.1.08