Listening in the Wider Context: An Indication of Integrating Assessment into Listening Instruction

Abstract

For three main reasons, assessment is a crucial part of ‘Language Teaching’. First and foremost, the assessment offers teachers reliable foundation and continuing points for planning and developing lessons. Next, the assessment delivers instant feedback to gauge learners' progress and enables students to establish their goals. Additionally, assessment contributes to program evaluation, ensuring the alignment of curriculum and teacher growth. Within the realm of listening, assessment holds significant significance as it fosters learner confidence by providing necessary feedback and facilitates the design of instruction that addresses both learners' apparent weaknesses and curriculum gaps. This paper provide direction on how to incorporate assessment into listening instruction. It addresses various aspects of issues, such as various listening assessment methods, elements that affect performance and difficulty, the use of oral interviews to evaluate effective listening, the use of descriptive scales to represent levels of listening proficiency and the implementation of portfolio-style listening assessments.