This study delves into the often-overlooked realm of English teachers' beliefs and practices in the assessment of speaking skills. As the speaking component gains prominence in language education, it becomes crucial to understand the perspectives and methodologies employed by educators. Through interviews, surveys, and classroom observations, this research aims to unveil the intricate relationship between teachers' beliefs and their practical approaches to speaking assessment. The findings contribute valuable insights to language education, offering a nuanced understanding of the diverse strategies employed by English teachers in the assessment of spoken language proficiency.

Speaking assessment, English language teaching, teacher beliefs

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