Articles
| Open Access |
https://doi.org/10.37547/ijll/Volume03Issue05-23
EXPLORING ENGLISH TEACHERS' BELIEFS AND PRACTICES OF SPEAKING ASSESSMENT: SHIFTING THE FOCUS ONTO ENGLISH TEACHERS
Abstract
This article investigates the beliefs and practices of English teachers in relation to speaking assessment in the English language classroom. It emphasizes the need to shift the focus onto teachers themselves as active participants in the assessment process. By adopting an exploratory approach, the study aims to provide a comprehensive understanding of the complexities of speaking assessment and the crucial role of teachers in shaping assessment practices. The research design includes qualitative methods such as interviews and observations to gather data from a diverse group of English teachers. Thematic analysis is employed to identify common themes and sub-themes that emerge from the data. The findings shed light on teachers' perspectives, beliefs, and challenges related to speaking assessment, providing valuable insights for improving assessment practices in language teaching.
Keywords
English teachers, beliefs, practices
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