Abstract
This study refers to some positive and negative effects of oral assessment applied to a literature course. The experiment was conducted in a north Cyprus university English language teaching (ELT) department, during the spring semester of the 2016–2017 academic year. The data were collected from the ELT students taking the Survey to English Literature course (SELC) during the spring semester of the 2016–2017 academic year, who were asked to fill in an open ended questionnaire about the intervention, and semi structured interviews conducted with the co-examiners. In the ELT department under discussion, almost all the exams are written, and the students do not have too many opportunities to speak during the courses or during their mid-term exam. The results show the benefits and drawbacks of implementing oral examinations to assess students' literature knowledge.
Published Version
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