Investigating Teachers Practices on Integrative Language Testing In English Classes: the Case of Millennium Secondary School.
No Thumbnail Available
Date
2023-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
The main concern of this study was to investigate teachers’ practice of integrative language tests in EFL classes at Millennium Secondary School in Addis Ababa. It examines the obstacles to integrative language testing in EFL classes, and to examine how EFL teachers design English Language tests to assess the students’ language abilities. This study was conducted based on a descriptive design. Both qualitative and quantitative data types were collected using questionnaires, interviews, focus group discussions and document analysis. The data were collected using structured questionnaires from the total 3535 students and especially in grade ten there were around 1156 students. From those grade ten population 120 students and 15 English language teachers were the main participants. Here, the researcher used convenience sampling technique for selecting the school and the teachers and random sampling technique to select the students using lottery system. The data were collected through the use of document analysis, questionnaire, interview and focus group discussions. After the data were collected, analysis was made using mixed method of data analysis by organizing the data in tables and comparing using frequency and percentage. FGD and interview with teachers and students was utilized. The study found that teachers in EFL classes hardly use integrative language tests. It also demonstrated that the teachers placed greater emphasis on isolated grammar tests than the integrative language skill tests. English Language tests given in class by the teacher typically consisted of discrete tests and grammar lessons. The study also identified the primary difficulty that prevents the use of integrative language tests. Based on the results, it was concluded that EFL teachers didn’t successfully implement integrated skill tests in classes, instead they relied on separate skills tests and isolated grammar content tests and other main obstacles were the most frequently utilized in teacher made exams in EFL classrooms. The research questions raised in the introduction part were finally answered by the findings in the research. Finally, it was recommended that teachers, school administrators and training institutions should play their role for proper implementation of integrative language tests.
Description
Keywords
Integrative language tests