Teachers’ Challenges on the Implementation of Classroom-Based Assessment for Oral Proficiency: A Literature Review

Nur Ashikin Norhasim,Maslawati Mohamad

doi:10.4236/ce.2020.1110140

Abstract

Oral proficiency is one of the most fundamental skills yet challenging to acquire. Although numerous initiatives and measures have been taken by the Malaysian education authorities in moving towards the cultivation of learners’ authentic English communication competency including the implementation of the new classroom-based language assessment through communicative language teaching, Malaysian students still struggle in obtaining the minimum requirement for speaking skill in the established language proficiency tests. In accordance to that, this paper provides a literature review on 1) the challenges faced by teachers related to classroom-based assessment for oral proficiency and 2) past studies on language assessment literacy among Malaysian ESL teachers. Some of the challenges may due to the dependency on summative and standardised tests, difficulties in assessing oral proficiency, ineffective courses and trainings on formative language assessment and the low level of language assessment literacy on formative language assessment among Malaysian ESL teachers. By understanding the limitations encountered by the Malaysian ESL teachers in assessing oral proficiency, education authorities as well as educators may work together in finding the solution.

Highlights

An interaction can only happen when both parties understand each other, and one of the ways to made it possible is through oral interaction
Numerous initiatives and measures have been taken by the Malaysian education authorities in moving towards the cultivation of learners’ authentic English communication competency including the implementation of the new classroom-based language assessment through communicative language teaching, Malaysian students still struggle in obtaining the minimum requirement for speaking skill in the established language proficiency tests
This paper provides a literature review on 1) the challenges faced by teachers related to classroom-based assessment for oral proficiency and 2) past studies on language assessment literacy among Malaysian English as a Second Language (ESL) teachers

Summary

Introduction

An interaction can only happen when both parties understand each other, and one of the ways to made it possible is through oral interaction. Whereas the ability to communicate eloquently will have a greater advantage in landing a career, this is supported by Paneerselvam & Mohamad (2019) who stated that oral communication skill is one of the basic knowledge expertise stressed as very essential for new employees This shows how important it is for individuals to be orally proficient in any language—or in this context, English, which is greatly known as the global language. The past literatures that have been reviewed stated that the dependency on summative and standardised tests, difficulties in assessing oral proficiency and ineffective courses and trainings on formative language assessment are some of the challenges that teachers need to encounter in order to help enhance ESL learners’ oral proficiency. The literature review will attempt in providing the answers to the following research questions: What are the challenges faced by teachers related to classroom-based assessment for oral proficiency? What are the levels of language assessment literacy among Malaysian ESL teachers?

Teachers’ Challenges on Classroom-Based Assessment for Oral Proficiency

Language Assessment Literacy among Malaysian ESL Teachers

Findings

Conclusion and Implications