Background to the research
English education in EQuest Academy
EQuest offers a comprehensive English language program catering to students of various proficiency levels, including pre-intermediate to advanced courses, with a strong focus on enhancing oral communication skills Despite this emphasis, formal assessments of speaking skills are lacking in Vietnam's educational system, particularly in high school entrance and final exams, which prioritize course completion At EQuest Academy, classroom assessments play a crucial role, serving as the primary means for students to evaluate their speaking abilities through tests like the Test of Spoken English (TSE), TOEFL, and IELTS However, teachers face challenges due to a measurement-driven approach to assessment, which pressures them to align classroom evaluation results with students' final course grades, potentially undermining the goal of fostering genuine language improvement.
Characteristics of English assessment in EQuest Academy
At EQuest, students primarily learn English to obtain IELTS or TOEFL certificates for overseas studies, making English assessment crucial for their advancement This creates a high-stakes testing environment, as the outcomes significantly influence students' future careers and life paths Consequently, both students and parents are highly concerned about English grades and the accuracy of teachers' assessments In response to this pressure, EQuest English teachers are increasingly adopting less subjective testing methods to enhance reliability and objectivity in evaluations.
The traditional exam-oriented culture in Vietnamese schools is heavily influenced by high-stakes testing, predominantly utilizing pencil-and-paper formats with multiple-choice questions This method is perceived to enhance assessment reliability and objectivity, as scoring does not require subjective judgment (Hughes, 2003) Despite guidelines urging balanced assessment of all four language skills, teachers often evaluate these skills separately Consequently, reading comprehension and grammatical knowledge are primarily assessed through conventional tests, while speaking and writing assessments lack standardized tools and are typically integrated into classroom evaluations.
Research aims
Recent years have seen a growing interest in assessing foreign language learners, yet there remains a scarcity of research on teachers' perceptions of assessing students' speaking skills This study aims to explore the characteristics of classroom speaking assessments that balance pedagogical usefulness with measurement objectives Additionally, it examines the effectiveness of current assessment practices at EQuest Academy in terms of their pedagogical benefits for speaking assessments Despite this, a prevailing reliance on traditional formal testing persists, highlighting a lack of theoretical frameworks in English language teaching assessments Researchers have noted significant variability and insufficient systematic principles, with few studies conducted outside of school settings Therefore, this research specifically investigates EQuest English teachers' views on speaking assessment.
Research questions
Key term definitions
This study clarifies the distinction between assessment and testing According to Brown (2004), tests are structured procedures conducted at specific points in a curriculum, where learners demonstrate their competencies, knowing their responses will be evaluated In contrast, assessment is a broader, ongoing process that includes teacher feedback and written comments on student performance, as well as measurement reporting Unlike tests, assessment results do not always need to be reported and may not directly influence final grades Therefore, assessment encompasses a variety of methods for evaluating student performance, including formal testing, with specific terms like standardized tests used when discussing particular assessment forms.
This study explores the concept of classroom speaking assessment, referencing key terms such as classroom-based assessment, teacher assessment, and alternative assessment Classroom-based assessment, as defined by Brown (2001), includes both formal and informal evaluations designed by teachers during daily interactions with students, contrasting with large-scale testing Teacher assessment, according to Underhill (1987), involves tests created and administered by individual teachers within the learning process Alternative assessment, as noted by Huerta-Marcías (1995), refers to methods that differ from traditional testing and encompasses characteristics such as integration into the curriculum, individualized insights into student strengths and weaknesses, multiple indicators of progress, and a culturally sensitive approach While these terms emphasize different facets of assessment, they collectively advocate for a teacher-mediated, context-based approach that stands in opposition to conventional large-scale examinations used for selection and accountability.
The advantages of classroom assessment
Research highlights the benefits of classroom speaking assessments compared to traditional formal testing and standardized external tests, focusing on two key areas: pedagogical advantages that enhance learning experiences and specific benefits that improve the effectiveness of speaking evaluations.
Classroom assessment offers a significant advantage through its formative evaluation feature, which requires minimal resources, such as a simple vocabulary quiz and a single teacher as the assessor (Leung, 2005; SBA Consultancy Team, 2005; Davison & Leung, 2009; Bachman & Palmer, 1996) The primary aim of formative assessment is to evaluate students' development of competencies and skills, thereby facilitating their growth (Brown, 2004) Additionally, formative evaluation serves two essential functions—forming and informing—benefiting both teachers and learners (Davison & Leung, 2009).
Formative evaluation enables teachers to make informed judgments throughout the learning process, rather than relying on quick, snapshot assessments This approach allows educators to gather extensive information about students' knowledge, abilities, and skills during classes Additionally, the insights gained from formative evaluation assist teachers in planning future lessons, assessing the effectiveness of their pedagogical goals, and identifying students' strengths and weaknesses.
Formative assessment provides learners with crucial feedback that helps them identify their strengths and areas for improvement (Black & Wiliam, 1998; Black, 2001) Research highlights the significance of feedback formats, indicating that reliance solely on marks and grades can hinder learning, as they lack specific guidance and merely serve as comparisons to peers (Stobart, 2006; Thorndike, 1913) Butler (1988) further explores the impact of different feedback types—comments only, grades only, and a combination of both—showing that lower-achieving students are more engaged with feedback that includes detailed comments, which aids their learning process.
Criterion-referenced assessment, as discussed by Byon (2005) and Gunn (1995), emphasizes the effectiveness of evaluating learner performance against predetermined criteria Unlike summative tests that focus mainly on grading, marking criteria provide informative and constructive feedback, highlighting how well learners can utilize language to achieve their communicative objectives.
Limited research has focused specifically on classroom assessment targeting oral skills, with most studies examining broader assessment practices (Dochy & McDowell, 1997; Adamson & Davison, 2003; Cumming & Maxwell, 2004; SBA consultant team, 2005) This section highlights the benefits of classroom assessment for evaluating oral skills, drawing on research related to performance assessment, communicative language tests, and general classroom assessment methodologies.
Classroom assessment provides teachers with valuable opportunities to directly observe students' linguistic performance through methods such as classroom observations and direct testing (Brown, 2001) The Universal Grammar approach distinguishes between linguistic competence, which encompasses the inherent knowledge of language that cannot be directly observed, and linguistic performance, which pertains to actual language use and can be observed in real-time (Mitchell & Myles, 2004).
Assessing linguistic performance enables direct inferences about an individual's ability to use language appropriately across various situations, emphasizing the need for reliable assessment methods that focus on performance rather than mere linguistic knowledge When evaluating speaking skills, the significance of direct testing through performance tasks becomes paramount, aligning with Brown's (2001) assertion that such assessments enhance content validity by requiring students to actively engage in the target language Additionally, Moon and Callahan (2001) highlight that performance assessments foster test authenticity by placing learners in real-life scenarios or academic exercises that mirror genuine experiences This concept of test authenticity is integral to the communicative language teaching approach, which, according to Canale and Swain's (1980) model of communicative competence, necessitates evaluating speaking within social contexts, interactions, and integrated skills, all facilitated in a classroom environment with peers and instructors.
Third, classroom assessment can serve as a powerful motivation factor Crooks
Research indicates that tests can positively influence learning motivation (1988) Savignon (1997) highlights a notable gap between a test taker's grammatical and communicative competencies, particularly in communicative assessments Classroom assessments play a crucial role in alleviating test-related anxiety for students Evidence from Phillips (1992) and Crooks (1988) shows a negative correlation between test anxiety and overall test performance, with Crooks (1998) noting that this anxiety has a more detrimental impact on standardized tests compared to classroom assessments Underhill (1987) emphasizes that familiar classroom settings and teachers help reduce anxiety, allowing students to feel more relaxed and confident, which enhances their performance compared to standardized testing environments.
Issues related to reliability in classroom assessment
Reliability is a crucial aspect of communicative language testing, as it determines the dependability of test results (Porter, 1983; Weir, 1990) A key component of overall test reliability is rater reliability, which emphasizes the necessity for raters to achieve high inter-rater reliability in their assessments This reliability is measured by correlating scores given by different raters, ensuring consistency and accuracy in the evaluation process.
B The concern of the rater is how to enhance the agreement between raters by establishing explicit guidelines and maintaining adherence to them for the conduct of this rating (Bachman, 1990)
Reliability is important for raters in assessments, but it is not always the primary focus (Bachman, 1990) There exists a tension between reliability and validity, where achieving a balance may require sacrificing some reliability to improve validity (Davies).
1990) For example, in certain circumstances, reliability and validity are mutually exclusive However, if a choice has to be made, validity is more important for speaking assessment (Bachman, 1990).
Issues related to validity in classroom assessment
Validity is a critical issue in foreign language testing, as emphasized by Spolsky (1975), and it focuses on whether a test accurately measures its intended objectives (Weir, 1990) In classroom settings, speaking ability assessments are typically categorized as achievement tests, which should possess both content and face validity (Davies, 1983) Content validity ensures that the test aligns with the course syllabus and objectives (Bachman, 1990), prompting teachers to carefully design test items that reflect the curriculum This alignment is essential, particularly in oral assessments, as teachers may unintentionally diverge from course objectives (Nakamura, 1993) Additionally, face validity refers to the perceived validity of the test by examinees and untrained observers, highlighting the importance of how a test is perceived in terms of its relevance and appropriateness (Bachman).
Face validity is crucial in classroom speaking tests, as it enhances student motivation to speak when the test appears relevant and meaningful Additionally, establishing construct validity is essential for grounding language testing in scientific principles, ensuring that assessments accurately measure the intended skills.
Construct validity is essential for evaluating speaking tests, as it determines whether the test aligns with the theoretical constructs of language abilities According to Bachman (1990), this form of validity is crucial, yet its abstract nature makes it challenging for classroom teachers to effectively address (Nakamura, 1993).
Teachers' perceptions
Pham Lan Anh (2008) identified that teachers' classroom assessment practices are influenced by various personal and contextual factors, including their beliefs about children's learning, curriculum constraints, and institutional assessment requirements The relationship between teaching, learning, and assessment is complex and non-linear, shaped by teachers' internalized conceptions of classroom assessment and contextual factors like educational policy Key sources of teachers' beliefs include their core teaching philosophies, in-service training, and experiences shared with colleagues The purpose, approach, procedure, and focus of assessment vary according to three types of assessments outlined in the official document: ongoing, periodic, and final Additionally, school culture and directives from specialized groups further shape teachers' assessment practices, which typically follow a process of planning, framing, implementing, and utilizing assessment results.
This current study involving teachers‟ responses to the current practice of classroom speaking assessment in EQuest Academy, so I have decided to do a survey research
This study explores teachers' perceptions of the positive effects of speaking assessment and the methods EQuest English teachers use to assess students' speaking skills Utilizing a qualitative approach, data was gathered from a small sample of ten EQuest teachers through a questionnaire and interviews The questionnaire provided a comprehensive overview of classroom speaking assessments, while the interviews offered detailed insights into individual teachers' perceptions of the benefits of these assessments.
This study employed a qualitative approach to explore the complex phenomena experienced by participants, focusing on their words and actions (Wiersma, 1995) The researcher served as the primary instrument for data collection, utilizing inductive analysis to interpret findings (Maykut and Morehouse, 1994) Conducting research in a natural setting, qualitative methods typically involve gathering various forms of data, including observations, interviews, field records, and questionnaires (McDonough and McDonough, 1997).
In this study, two qualitative data collection instruments were used: 'a questionnaire' and 'semi-structured interviews' with teachers
According to Maykut and Morehouse (1994), questionnaire research is popular among educational researchers in general and ELT research in particular McDonough and McDonough (1997: 171-172) state the advantages of questionnaires as follows:
The knowledge needed is controlled by the questions, therefore it affords a good deal of precision and clarity
* Questionnaire can be used on a small scale, in-house and on a large scale, requiring little more extra effort than photocopying and postage
Data collection can occur during various time slots, including in-class sessions, at respondents' convenience, or across different locations and times Regardless of the method, the data remains comparable due to uniform questions and a consistent format.
* Self-completion questionnaires allow access to outside contexts so information can be gathered from colleagues in other schools and even other countries
Semi-structured interviews were conducted with some of the participants because
"the interview is a very good way of accessing peoples' perceptions" (Punch, 1998:
The interview served as a method of triangulation, allowing for a verification of the consistency of data gathered from questionnaire responses (Patton, 1990) This approach was anticipated to uncover additional factors that participants may not have mentioned in their questionnaires (Punch, 1998) According to McDonough and McDonough (1997), semi-structured interviews are particularly valuable in this context.
"being closer to the qualitative paradigm because it allows for richer interaction and more personalized responses"
3.2 Steps in the selection of participants
A questionnaire was distributed to ten English teachers at EQuest Academy, comprising two males and eight females The age of participants varied from 24 to 31 years, with most being in their 20s Their teaching experience in English ranged from one to six years, and all participants had experience in conducting speaking assessments at EQuest.
Table 1: Background of Questionnaire Participants
The questionnaire was divided into two sections, with the first focusing on teacher profiles, including demographic information such as gender, age, and years of teaching experience, as well as the size of the classes they taught.
The second section focused on two subsidiary questions derived from the initial information, specifically exploring the primary purposes of classroom speaking assessments and the associated assessment practices, including tasks, frequency, and teacher feedback To gather this data, three types of questions were utilized: open-ended questions, Likert scale questions, and fixed alternative questions Teachers were asked two key questions regarding assessment purposes: (Q3) the specific purposes for which they utilize classroom speaking assessments and (Q4) the perceived importance of these purposes In response to Q3, teachers could select one or more from seven options, while for Q4, they were asked to rate the importance of the assessment purposes on a scale of 1 to 5.
In research question about assessment practices, the three survey questions included assessment methods, specific speaking task formats, frequency, and format of teacher feedback as follows:
Classroom speaking assessment primarily involves methods such as direct observation, peer assessment, and self-evaluation Common tasks and activities used for assessment include presentations, role-plays, and group discussions, which engage students in real-life communication scenarios For feedback, one effective approach is to provide constructive comments that highlight both strengths and areas for improvement, fostering a supportive learning environment.
Because these were closed questions, teachers were asked to choose options
The questionnaire required around fifteen minutes for completion, with teachers using their nicknames for identification purposes in case of withdrawal Prior to the main study, the survey was piloted by two qualified English teachers The complete questionnaire can be found in Appendix A.
The study involved follow-up interviews with teachers who expressed willingness to participate, ultimately selecting ten teachers using "Patton's maximum variation sampling" (Lincoln & Guba, 1985) The researcher aimed for diversity in age, gender, teaching experience, teaching setting, and subject taught among participants Additionally, the age and years of teaching of informants were considered to enhance variety, resulting in a well-rounded group of ten interviewees (See Table 2).
Table 2: Background of Interview Informants
Interviews were conducted at EQuest Academy to gather insights into teachers' perceptions of classroom speaking assessments A semi-structured format was chosen for its suitability to the research objectives, allowing for both consistent questioning and the flexibility to explore relevant topics The interview comprised seven questions divided into three sections: background information on teaching experience, approaches, and assessment practices; perceptions of the effectiveness of classroom speaking assessments; and challenges faced in implementing such assessments Detailed interview questions can be found in Appendix B.
The research utilized a questionnaire and interview method, beginning with a pilot survey administered to ten English teachers at an EQuest workshop This pilot aimed to refine the survey instrument by identifying unclear, repetitive, and unnecessary items The final questionnaire (Appendix A) incorporated open-ended questions, Likert scale items, and fixed alternatives based on pilot data, soliciting opinions on speaking assessment alongside teachers' professional, educational, and personal backgrounds, and was conducted in English.
Responses from ten EQuest English teachers were collected after they received an explanatory statement and signed consent forms, ensuring their voluntary participation in the project Following an analysis of the questionnaire responses, participants were selected for interviews based on maximum variation in age, gender, teaching experience, teaching setting, and grades taught These ten teachers were invited to share their perceptions of speaking assessment in further detail All interviews took place in a quiet restaurant and lasted approximately ten minutes each.
The researcher conducted ten interviews using a consistent format and pre-prepared questions, ensuring a natural conversational flow unless the interviewee sought further clarification Each interview, lasting approximately ten minutes, was conducted in English and recorded via audio.
Findings
3.1.1 Teachers' perceptions of speaking assessment in EQuest
3.1.1.1 Teachers' perceptions of the effectiveness of speaking assessment
This section presents the analysis of interview data regarding teachers' perceptions of the effectiveness of classroom speaking assessments The two key questions explored were the perceived role of classroom speaking assessments and their positive impacts on teaching and learning The study involved two teachers from EQuest, each with approximately four years of teaching experience, who primarily employed a grammar-translation method They utilized various speaking tasks, including responsive, extensive (monologue), and interactive formats, which aligned with the frequently used task formats identified in the questionnaire survey Additional details can be found in the Appendix.
3.1.1.2 Role of classroom speaking assessment
Eight of ten teachers showed positive attitudes towards classroom speaking assessment as indicated by the comments involving benefits for the students‟ confidence, learning motivation, class participation and so on:
Assessment is an effective tool to encourage students to learn especially in a short term Without assessment, it would be difficult to get students eager to involve speaking activities (Teacher 2)
Teacher 2 believes that assessment fosters student participation during regular class time, aligning her practices with this view by primarily evaluating students based on their attempts to use English She awards marks for participation in class activities Similarly, Teacher 3 emphasizes that classroom assessment can help reduce student inhibition linked to low proficiency levels She asserts that assessments provide students with more opportunities to practice oral skills and speak publicly, ultimately aiming to help them build confidence in their abilities.
Two teachers expressed skepticism about classroom speaking assessments, arguing that current methods fail to accurately evaluate students' true speaking abilities Teacher 10 voiced the most critical perspective on this issue.
The current classroom speaking assessment fails to effectively facilitate speaking skills or motivate student learning, primarily serving as a tool to evaluate students' memorization abilities and report results This approach also contributes significantly to assessment-related stress among students.
3.1.2 Positive effects of classroom speaking assessment on teaching and learning
Only two out of six teachers reported positive effects of classroom speaking assessment on their teaching practices These teachers noted that such assessments enhanced their speaking instruction and helped in planning future lessons For instance, one teacher mentioned incorporating a wider range of communicative activities beyond the textbook's structured curriculum to facilitate speaking assessments.
Assessment should align with students' prior learning, as emphasized by Teacher 5, who utilizes feedback from classroom speaking assessments to inform her teaching plans Teachers' attitudes towards these assessments fall into three categories: positive, neutral, and negative Among the interviewees, four teachers held a neutral stance, while one expressed a positive view and another a negative opinion on their effectiveness Teacher 3 highlighted the potential of classroom speaking assessments to boost student motivation, noting that even limited opportunities for assessment could enhance students' understanding of the importance of speaking in English learning However, the four teachers with neutral views pointed out the limitations of current assessment methods, particularly those reliant on memorization, which may hinder immediate learning outcomes but could benefit some students' long-term language use Teacher 2 acknowledged the assessments' role in fostering classroom participation but remained skeptical about their direct impact on learning.
Classroom speaking assessments are valuable as they provide students with opportunities to practice their English skills However, many students struggle with confidence, which hinders their willingness to participate in speaking activities Despite the potential benefits, the positive impact of such assessments remains uncertain.
Teacher 8 was even less convinced, stating “with respect to the current assessment tasks, it may facilitate linguistic competence including grammar and vocabularies However, those domains can be assessed by other types of assessment, not merely by speaking assessment Thus, I do not want to implement speaking assessment in my classroom if possible.” Teacher 3 was most pessimistic Her claim stemmed from the English learning environment in EQuest, that is, an English as a Foreign Language (EFL) situation She commented:
Classroom speaking assessments may not be effective, as many students tend to forget what they have learned shortly after the evaluation Additionally, they often lack sufficient opportunities to reinforce their knowledge in both classroom settings and real-life situations.
In conclusion, teachers generally exhibited consistent views on the benefits of classroom speaking assessments and their significance However, many expressed skepticism due to existing assessment methods, which often lack spontaneity and meaningful interpersonal interactions.
3.1.3 Types of speaking assessment tasks used by EQuest teachers
The speaking assessment tasks reported by EQuest teachers based on the completed questionnaires are shown in table 3 These responses will be discussed in detail in the following section
Table 3: Major assessment tasks used by EQuest teachers
Let the students pick up one or two questions
Self- introduction or family introduction
Rote memory of text dialog
3.1.3.1 Let the students pick up one or two questions in the question box containing many questions
A questionnaire revealed that ten participants utilized speaking assessment tasks designed to reduce student anxiety and lower the affective filter, as suggested by Krashen & Terrell (1984) To facilitate this, teachers provided advance notice of questions, topics, and tasks, allowing students to prepare their responses Students were encouraged to choose and answer one or two questions from a question box, and teachers highlighted several advantages of implementing this approach.
Listening comprehension is crucial for student-teacher interactions during interviews, as students must understand the questions posed to respond effectively Although teachers provide interview questions in advance, students should prepare for a variety of potential inquiries, fostering motivation to study relevant language functions found in their textbooks This preparation is essential because students cannot predict which questions will be selected from the numerous options available.
This task enables teachers to gather students' responses, even though these responses are not spontaneous It closely resembles an authentic speaking assessment, distinguishing it from other tasks that function more like memory tests.
Seven participants engaged in an assessment task where they brought real objects, such as pictures and personal belongings, to the classroom Students presented these items to the teacher and described them in English This task minimized the need for teachers to demonstrate English speaking proficiency, allowing them to focus solely on scoring students' performances based on their preparation The task effectively encouraged student expression in English, with the teacher's primary role being to evaluate their descriptions According to one teacher, students showed a keen interest in this activity.
3.1.3.3 Self-introduction or family introduction
Six participants utilized self-introductions or family introductions, a method particularly favored by those teaching elementary students, likely due to the syllabus requirements at that educational level.
Discussion
The ways of speaking assessment in the EQuest classrooms
Assessment plays a crucial role in enhancing instruction and empowering students to take charge of their learning, particularly when it is authentic and aligned with instructional goals (Bostwick & Gakuen, 1995) However, the speaking assessments conducted by EQuest teachers lacked genuine interaction, as teachers failed to engage students in a manner akin to an interviewer, resulting in minimal face-to-face communication Furthermore, the advance announcement of questions and tasks contradicted the unpredictable nature of communication, as highlighted by Morrow (1977) Consequently, students' responses became rehearsed rather than spontaneous, undermining the authenticity of the speaking assessment tasks.
This study identified various non-authentic speaking assessment tasks employed by EQuest teachers to reduce students' psychological burden Many students, being beginners in English with limited vocabulary and structures, experienced significant stress during speaking assessments To address this, teachers aimed to lower students' affective filter by minimizing unpredictable factors and anxiety, as optimal attitudes can foster confidence in interactions with teachers However, students often felt intimidated by the unfamiliar test format, and a lack of preparation hindered their ability to showcase their true potential during assessments.
Teachers utilized efficient speaking assessment tasks to manage large classes within limited timeframes, alleviating their workload amid existing pressures These tasks minimized the need for teachers to act as interviewers, allowing them to focus solely on evaluating students' responses based on promptness and preparation levels.
Teachers at EQuest demonstrated a lack of understanding regarding the theory of communicative speaking assessment, which resulted in diminished confidence when conducting speaking assessments.
Teachers showed positive attitudes towards classroom speaking assessment as indicated by the comments involving benefits for the students‟ confidence, learning motivation, class participation and so on:
Assessment is an effective tool to encourage learning motivation especially in a short term Without assessment, it would be difficult to get students eagerly involving speaking activities (Teacher 2)
Teacher 4 believes that assessment can boost student participation during regular class time, using a criterion focused solely on students' attempts to use English, rewarding participation in class activities with marks Similarly, Teacher 7 argues that classroom assessments can help reduce students' inhibitions stemming from low proficiency, providing them with more opportunities to practice oral skills and speak in front of others, ultimately aiming to build their confidence In contrast, three other teachers express skepticism about classroom speaking assessments, particularly criticizing current methods for their inability to accurately evaluate students' genuine speaking competence, with Teacher 6 making the strongest assertion against these practices.
The current classroom speaking assessment fails to effectively enhance speaking skills or motivate students' learning Instead, it primarily evaluates students' memorization abilities and reports outcomes, contributing to significant assessment-related stress among learners.
Teachers' perceptions of the practical constraints in conducting communicative speaking assessment
The study identified significant practical challenges in implementing authentic speaking assessments within EQuest classrooms, highlighting a notable frustration among teachers regarding the disparity between theoretical knowledge and practical application Key constraints included large class sizes, the demanding workload alongside regular teaching, insufficient training in speaking assessment methods, a lack of effective assessment tools, and difficulties in eliciting student responses As a result, many teachers refrained from attempting communicative speaking assessments, while others abandoned the effort after only a short trial period.
A teacher's personal belief in innovative communicative assessment methods plays a crucial role in their implementation, even when faced with practical challenges in EQuest classrooms One teacher highlighted her use of picture description to encourage student responses, demonstrating her commitment to fostering communication despite students' initial hesitation.
Recapitulation
This study explored the classroom speaking assessment practices at EQuest, focusing on teachers' perceptions of its effectiveness Through questionnaires and interviews with middle school English teachers, the research highlighted the current assessment methods, purposes, and the nature of teacher feedback Findings revealed that specific speaking tasks were commonly used, with criterion descriptions and marking scores as primary feedback types While the assessment practices at EQuest showed potential as an authentic benchmark and supportive learning strategy, they predominantly leaned towards traditional formal testing for evaluating learning outcomes This reliance on measurement underscores the need for improvement in the assessment system to enhance teaching and learning effectiveness.
EQuest teachers lacked a solid theoretical foundation in speaking assessment, which affected their confidence in conducting evaluations They were generally unaware of key concepts such as the 'backwash effect' (Bachman, 1990), inter-rater reliability, and the importance of rigorous training in assessment criteria standardization This gap in knowledge contributed to their hesitation and uncertainty in effectively assessing speaking skills.
This study revealed the practical constraints in conducting communicative speaking assessment in the EQuest classroom context Participants reported such constraints as
* excessive work in addition to face- to- face classroom teaching
* lack of training in conducting speaking assessment
* lack of effective and efficient instruments
To effectively implement communicative assessment in the classroom, teachers require assistance and encouragement to adopt new methods, which can be achieved through in-service teacher education programs Despite practical difficulties, educators must make a conscious effort to introduce more communicative speaking assessments, acknowledging the shift in social and educational needs As the end-users of innovative approaches, teachers' perceptions of feasibility play a crucial role in determining the success or failure of such initiatives, highlighting their central role in driving educational improvements.
Implications
The study revealed that EQuest teachers recognized the motivational benefits of speaking assessments for students Many educators expressed a keen interest in learning how to effectively implement these assessments within the EQuest classroom To address existing challenges, it is essential for teachers to shift their perception of assessment from merely a measurement tool to a valuable learning resource However, changing individual beliefs can be more challenging than adopting new policies or innovations Therefore, supporting teachers in exploring new methods of communicative assessment is crucial This can be facilitated through in-service teacher education programs that provide opportunities for teachers to refresh their skills in communicative speaking assessment.
Teachers often refrain from implementing communicative speaking assessments due to the belief that existing ESL tasks do not align with the specific needs of learners in EQuest It is recommended that EQuest educators create tailored versions of these assessments to better suit their EFL classroom contexts Additionally, teachers must recognize the evolving social and educational demands of international examinations like IELTS and TOEFL Consequently, it is essential for educators to actively integrate more communicative speaking assessments in their teaching and to utilize effective measurement tools for evaluating students' oral proficiency.
Limitations of the study
The most obvious limitation of this study is the small number of participants Because of this, the findings cannot be generalized to other English teachers in Vietnam
This study has several limitations that may affect its findings Firstly, the choice of participants lacks regional balance, potentially leading to unrepresentative results for the broader teaching population Secondly, the questionnaire used may pose issues, as it doesn't allow participants to seek clarification on confusing items, which could result in misunderstandings of certain questions Lastly, the study does not incorporate students' perspectives on the effectiveness of classroom speaking assessments, primarily due to challenges in recruiting young participants.
Suggestions for further study
This study aimed to investigate EQuest English teachers' perceptions of communicative speaking assessment Future research should broaden the scope by including a diverse range of teachers to ensure regional balance Incorporating students' perceptions alongside those of teachers will provide a comprehensive understanding of classroom speaking assessment practices in Vietnamese schools, ultimately enhancing the credibility of the findings.
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① 23-30 years old ② 31-35 years old ③ 36-40 years old
④ 41-45 years old ⑤ above 45 years old
3 How many years have you been teaching in EQuest Academy?
① less than 1 year ② 1-2 years ③ 2-5 years ④ more than 5 years
1 Do you include speaking assessment in your classroom? ( Yes / No)
→ If you answer „No‟, please go to No 2
→ If you answer „Yes‟, please go to No 3
The primary purpose of classroom speaking assessments is to evaluate students' communication skills and their ability to articulate ideas effectively These assessments are integral to the curriculum, providing insights into students' progress and areas for improvement Typically, educators allocate a significant amount of time to these assessments, ensuring they are an essential component of the learning process.
Time spent (hrs) Assessment of students for class placement
Pre-topic planning Ongoing programming (lesson planning) Ongoing student assessment (e.g marking, feedback) Final evaluation of topic/unit of work
Providing information to others (e.g parents, school) Following the policy of EQuest academy
3 Methods of assessment: Please indicate 1) which of the following methods you use in your course; and 2) how many times you use it (or them) during a semester
Methods of assessment Frequency observation of students in typical speaking activities during regular classes marking of a specific test tasks peer assessment self assessment Others:
※ This is for those who choose the second option, ‘marking of a specific test tasks’ in No 5
In this article, we explore the types of tasks and activities utilized in academic settings, detailing their frequency of use throughout a semester By identifying specific activities and their application, we aim to provide insights into their effectiveness and impact on learning outcomes Understanding the regularity of these tasks can enhance educational strategies and improve student engagement.
Frequency 1.Let the students pick up one or two questions
3 Self-introduction or family introduction
5 Rote memory of text dialog
4 Please indicate the format of feedback that you use ( for open- ended question)
② criterion description plus score of marking
Thank you for your participation If you are willing to participate in the follow-up interview, please put a tick and let me know your contact details
Yes, I can □ Contact details: (email) @ (phone)
1 How long have you worked in EQuest ?
2 What is your language teaching approach?
4 What is the language element focused on in the assessment?
5 What do you perceive the function of classroom-speaking assessment?
6 Do you perceive any positive effects of classroom speaking assessment on teaching and learning?
7 If you have any difficulty in conducting classroom-speaking assessment, what are they?
APPENDIX C: PARTICIPANT CONSENT FORM AND PARTICIPANT INFORMATION SHEET
The project titled "Survey Research into an Assessment of Students' Speaking Skill by Teachers at EQuest Academy" is being conducted by Nguyễn Quỳnh Anh, a Master's student specializing in English Teaching Methodology, under the supervision of Assoc Dr Ngô Hữu Hoàng from the University of Languages and International Studies.
The participation to this study is voluntary;
I will be asked to participate in a questionnaire survey on classroom- based speaking assessment
It will take about 10 minutes;
My confidentiality and privacy will be respected, future publications resulting from the study will use pseudonyms to ensure the anonymity of persons;
I may request a copy of any publications arising from the work;
I can withdraw my consent at any time without explanation In that case, my record will be destroyed, and the data will be removed from the data analysis;
I can contact Quỳnh Anh on quynhanhnguyen04091988@gmail.com or +84 1644 958825 to request further information about the project
I agree to participate in the above mentioned research project conducted by Quỳnh Anh under the supervision of Dr, Ngô Hữu Hoàng