Abstract
This paper investigated the current situation of oral English teaching, learning, and assessment at the tertiary level in China through needs analysis and explored the implications for the development of a diagnostic speaking test. Through random sampling, the researcher administered both a student questionnaire and a teacher questionnaire to over 200 students and 30 teachers respectively. Results revealed that students regarded the use of communicative strategies, range of vocabulary and fluency as the most difficult things in their oral English learning. Results also demonstrated that the majority of college English teachers paid much attention to oral English teaching. However, most college English teachers seldom administered classroom oral assessment, and their practices of classroom oral assessment were considered as lack of systematic and standardized procedures. Implications for further improvement in oral English teaching and assessment were also discussed.
Highlights
With regard to oral English teaching and learning in China, the development of a diagnostic English speaking test with high reliability and validity will enable teachers to diagnose the strengths and weaknesses of students’ English speaking ability, which can help them to determine appropriate types and levels of teaching and learning activities and improve teaching efficiency
This paper investigated the current situation of oral English teaching, learning, and assessment at the tertiary level in China through needs analysis and explored the implications for the development of a diagnostic speaking test
An extensive needs analysis is first to be carried out to investigate the current situation of oral English teaching, learning and assessment at the tertiary level in China
Summary
With regard to oral English teaching and learning in China, the development of a diagnostic English speaking test with high reliability and validity will enable teachers to diagnose the strengths and weaknesses of students’ English speaking ability, which can help them to determine appropriate types and levels of teaching and learning activities and improve teaching efficiency. A detailed grade description is provided on the test certificate, there is little information about individual test-takers’ strengths and weaknesses in oral English. Among the few diagnostic tests that are available, DIALANG (Alderson & Huhta, 2005) is a standardized language assessment system which provides detailed diagnostic feedback to individual test-takers. An extensive needs analysis is first to be carried out to investigate the current situation of oral English teaching, learning and assessment at the tertiary level in China. 3) What are the implications of the needs analysis for the development of a diagnostic college English speaking test?
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