An investigation into teachers perceptions of in class speaking assessment at some high schools in quang tri province

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES - TRAN THI THANH NGA AN INVESTIGATION INTO TEACHERS’ PERCEPTIONS OF IN-CLASS SPEAKING ASSESSMENT AT SOME HIGH SCHOOLS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2017 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES - TRAN THI THANH NGA AN INVESTIGATION INTO TEACHERS’ PERCEPTIONS OF IN-CLASS SPEAKING ASSESSMENT AT SOME HIGH SCHOOLS IN QUANG TRI PROVINCE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60140111 SUPERVISOR: NGUYEN HO HOANG THUY, Ph.D HUE, 2017 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ TRẦN THỊ THANH NGA NGHIÊN CỨU NHẬN THỨC CỦA GIÁO VIÊN VỀ VIỆC ĐÁNH GIÁ KĨ NĂNG NÓI TIẾNG ANH TRONG LỚP HỌC TẠI MỘT SỐ TRƯỜNG THPT TRÊN ĐỊA BÀN QUẢNG TRỊ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60140111 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS NGUYỄN HỒ HOÀNG THỦY HUẾ, 2017 ii STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 09 /11 /2017 Signature Tran Thi Thanh Nga iii ABSTRACT The study was conducted to investigate the teachers‟ perceptions of in-class speaking assessment at some high schools in Quang Tri province It aimed to discover teachers‟ perceptions of speaking assessment in classrooms in terms of their general understanding of speaking assessment, the task types of in-class speaking assessment and the teacher‟s work involved in the assessment application process It also attempted to explore possible/anticipated difficulties preventing teachers from practicing in-class speaking assessment as well as to find necessary resources helping teachers to conduct effective practice of in-class speaking assessment The data was collected by means of questionnaire and interview at different high schools in Quang Tri Forty-two EFL teachers responded to the questionnaire and then five of them participated in the interview sessions The findings revealed that the teachers‟ perceptions of in-class speaking assessment in three aspects investigated are generally appropriate However, the participants showed their lack of knowledge about oral portfolios and also stated their need for more instruction on how to implement self-assessment in speaking assessment In addition, the findings presented some main difficulties likely to affect the teachers‟ practice of speaking assessment such as students‟ low English proficiency, large class size, teacher‟s time management skill, time allowed for giving feedback, the availability of reference materials, supporting instruments and facilities The research outcomes also indicated the necessary resources to actualize in-class speaking assessment including reference materials, professional development training, supporting instruments and facilities, and supports from the administration staff From the findings, a number of suggestions were made to reduce the barriers and increase the effectiveness in the implementation of in-class speaking assessment iv Acknowledgements This paper could not have been completed without the valuable assistance and supports from a number of people who deserve my most sincere gratitude First of all, I would like to thank my supervisor, Dr Nguyen Ho Hoang Thuy, for her inspiration, scholarly supervision and intellectual supports in the process of conducting this research I am also deeply grateful for her continual encouragement, valuable comments and enthusiastic guidance Without her help, this research would not have been done with a correct direction Next, special words of thank go to all the participants who were willing to spend their valuable time and efforts in responding to the questionnaires and joining the interviews Without them, this paper could not have been completed Finally, I would like to show my deep gratitude to my beloved family, my husband, my sons, my parents, and my friends Their love, care, supports and encouragement gave me more strength to overcome all difficulties through the duration of research v v TABLE OF CONTENTS SUB COVER PAGE i STATEMENT OF ORIGINALITY iii ABSTRACT iv ACKOWLEDGEMENTS v TABLE OF CONTENTS vi LIST OF ABBREVIATIONS ix LIST OF FIGURES AND CHARTS x LIST OF TABLES xi CHAPTER – INTRODUCTION 1.1 Rationale 1.2 Research objectives 1.3 Research questions 1.4 Research scope 1.5 Research significance 1.6 Research structure CHAPTER – LITERATURE REVIEW 2.1 Introduction 2.2 Theoretical backgrounds of language assessment and speaking assessment 2.2.1 Testing and assessment 2.2.2 An overview of different types of language assessment 2.2.2.1 Formal and informal assessment 2.2.2.2 Formative and summative assessment 2.2.2.3 Alternative assessment and traditional assessment 2.2.2.4 Authentic assessment 2.2.2.5 Selected-response assessment, constructed-response assessment, personal response assessment and performance assessment vi 2.2.3 Principles of language assessment 10 2.2.3.1 Validity 10 2.2.3.2 Reliability 11 2.2.3.3 Practicality 12 2.2.3.4 Authenticity 13 2.2.3.5 Interactiveness 13 2.2.3.6 Impact 14 2.2.4 Criteria in speaking assessment 15 2.2.4.1 Pronunciation 16 2.2.4.2 Vocabulary 16 2.2.4.3 Grammar 16 2.2.4.4 Fluency 17 2.2.4.5 Interaction 18 2.2.4.6 Content 18 2.2.5 Feedback in speaking assessment 18 2.2.6 Difficulties in conducting the assessment of English speaking skills 21 2.3 Review of related studies to the field 23 2.3.1 Review of related studies on teachers‟ perception of language assessment 23 2.3.2 Review of related studies on speaking assessment 25 2.4 Conclusion 30 CHAPTER – METHODOLOGY 31 3.1 Introduction 31 3.2 Participants 31 3.2.1 Rationale for the selection of participants 32 3.2.2 Procedures for the participant recruitment 33 3.2.3 Description of the participants 33 vii 3.3 Data collection 34 3.3.1 Rationale for the data collection methods 34 3.3.2 Design of the data collection instrument 35 3.3.3 Procedures for the data collection 38 3.4 Data analysis 39 3.5 Conclusion 40 CHAPTER – FINDINGS AND DISCUSSION 41 Introduction 41 4.2 Teachers‟ perception of in-class speaking assessment 41 4.2.1 General understanding 41 4.2.2 Task types of in-class speaking assessment 44 4.2.3 Teachers‟ work involved in assessment application process 49 4.2.3.1 Pre-stage 49 4.2.3.2 While-stage 50 4.2.3.3 Post-stage 53 4.3 Difficulties in conducting speaking assessment 56 4.4 Required resources for effective practice of in-class speaking assessment 59 4.5 Conclusion 61 CHAPTER – CONCLUSION AND IMPLICATIONS 62 5.1 Introduction 62 5.2 Summary of the key findings 62 5.3 Implications 63 5.4 Limitations of the study 65 5.5 Recommendations 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purpose only The researcher assures that all information collected will be confidential Your real name will not be revealed in the thesis and the publication, and your assistance in completing all the following items is highly appreciated Please provide your personal information Name (optional): Gender:  Male Age:  Female Your degree/ certificates/ experiences:  BA  MA Other (please specify) Your experience of teaching English: years Your school: PART 1: TEACHERS’ PERCEPTION OF IN-CLASS SPEAKING ASSESSMENT Direction: For each of the following statements, please indicate your agreement by putting a cross (X) in the appropriate column according to the following scales: = Strongly Agree = Agree = Undecided = Disagree = Strongly Disagree No Items General understanding 76 1 10 11 12 13 14 15 16 17 18 19 Speaking assessment is very necessary for teachers Speaking assessment is very necessary for students Teachers should specify the purpose of assessments when they assess students‟ language performance In-class speaking assessment is conducted to give students grade which informs them of their own development In-class speaking assessment is conducted to give students feedback on their own progress In-class speaking assessment is conducted to inform teachers of students‟ progress In-class speaking assessment is conducted to set further learning objectives for teachers In-class speaking assessment is conducted to diagnose the students‟ strengths and weaknesses In-class speaking assessment is conducted to indicate the students‟ levels of speaking proficiency In-class speaking assessment is conducted to indicate the students‟ achievement of a semester Task types of in-class speaking assessment Teachers can use presentation as a task for speaking assessment Teachers can use role-plays as a kind of tasks for speaking assessment Teachers can use informal conversation as a task for speaking assessment Teachers can use picture description as a task for speaking assessment Teachers can use portfolio as a task for speaking assessment Teachers can use games as a kind of tasks for speaking assessment Teachers can use question and answer as a task for speaking assessment Teachers can use interviews as a kind of tasks for speaking assessment Teachers can use information gap activities as a task for speaking assessment 77 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 Teachers can use student self-assessment for speaking assessment Teachers can use peer assessment for speaking assessment Teachers’ work involved in assessment application process Teachers should prepare lesson plan for assessment carefully Teachers should choose assessment tasks which help to get information about students‟ ability to use language effectively Teachers should inform students about assessment beforehand Teachers should consider assessment criteria used when they design language assessment Teachers should connect the selection of assessment criteria with the aim of language assessment Teachers should inform assessment criteria to students before conducting assessment Teachers should record or videotape students‟ performances for more accurate assessment Teachers should take notes carefully while assessing students Teachers should clearly explain to the students how to language assessment tasks Teachers should set speaking tasks in an appropriate level of difficulty Teachers should assess content of students‟ performance Teachers should assess students‟ fluency Teachers should assess students‟ pronunciation Teachers should assess students‟ interaction Teachers should assess students‟ grammar Teachers should assess students‟ vocabulary Teachers should use many different language assessment tasks Teachers should give feedback to students immediately and timely 78 40 41 42 43 44 45 Teachers should give each student feedback with opportunity to identify his/her strengths and weaknesses Giving feedback to individual students‟ oral performance affects the teaching and learning process Students can more benefit from detailed comments than marks Giving frequent feedback on student performance has a negative impact on the relationship between students and teachers Teachers should give students both comments and marks Teachers should not give feedback at all PART 2: DIFFICULTIES IN CONDUCTING SPEAKING ASSESSMENT Direction: Please put a cross (X) into as many difficulties as you think you may encounter when conducting in-class speaking assessment and write down the one(s) not listed in the blank places  Lack of reference materials to design assessment tasks  Difficulties in preparing and choosing assessment criteria  Teachers‟ lack of speaking assessment training  Teachers not know how to apply or integrate speaking assessment into their teaching  Teachers‟ excessive workload  Difficulties in organizing class because of large class size  Difficulties in time management because of 45-minute limitation  Students‟ low English proficiency  Teachers‟ low English proficiency  Lack of supporting instruments and facilities  Difficulties in ensuring validity and reliability  Difficulties in giving mark Difficulties in choosing appropriate feedback for different kinds of students and assessment activities 79  Lack of time for giving students comment and feedback  Others (Please write your difficulties here) PART 3: RESOURCES Direction: Please put a cross (X) into as many resources as you think you may need for effectively conducting in-class speaking assessment and write down the one(s) not listed in the blank places  Reference materials  Professional development training for speaking assessment (Workshops, conferences, seminars…)  Supports from school (releasing teachers‟ excessive workload, detailed plan for assessment…)  Supporting instruments and facilities (projectors, pictures…)  Retraining (retraining courses…)  Others (Please write your ideas here) Thank you for your cooperation!  80 APPENDIX 2–INTERVIEW QUESTIONS PART 1: Teachers’ perception of in-class speaking assessment * General understanding Do you think “In-class speaking assessment is conducted to indicate the students‟ achievement of a semester”? Why/why not? * Task types of in-class speaking assessment Do you think “Teachers can use portfolio as a task for speaking assessment”? Why/why not? Do you think“Teachers can use games as a kind of tasks for speaking assessment”? Why/why not? Do you think “Teachers can use student self-assessment for speaking assessment.” Why/why not? * Teachers’ work involved in assessment application process Do you think “Teachers should assess students‟ grammar”? Why/why not? Do you think “Giving frequent feedback on student performance has a negative impact on the relationship between students and teachers”? Why/why not? Do you think “Teachers should not give feedback at all”? Why/why not? PART 2: Difficulties What difficulties you think you may encounter to prepare for in-class speaking assessment? What difficulties you think you may encounter while conducting speaking assessment in your classrooms? 10 What difficulties you think you may encounter after the speaking assessment activities are completed? PART 3: Resources 11 What resources you think you may need for effectively conducting inclass speaking assessment? 81