An Investigation of Adequacy of Speaking Skill Assessment Questions in the Ethiopian University Entrance Examination (EUEE) to Project the Communicative Capacity of Students
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Date
2023-05
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Addis Ababa University
Abstract
This research study aimed to investigate the adequacy of speaking skill assessment questions in the Ethiopian University Entrance Examination (EUEE) and their ability to effectively measure students' communicative capacity. A mixed methods approach was employed, with a sample of 50 freshman students from three universities by utilizing convenience sampling technique. The objective was to assess students' perception of the speaking assessment questions and its effect in projecting students speaking capacity. Quantitative data were collected through a structured questionnaire using Likert scale questions. While qualitative data were gathered through open-ended questions, content analyses of past speaking skills assessment questions and interviews to English teachers
were also conducted. The findings revealed varying perceptions among students, with some considering the questions effective but others expressing concerns about format, authenticity, and representation of language skills. In line with this, the study put forward working recommendations based on the findings. The study highlighted the need for a more balanced approach, including a wider range of speaking tasks and integration of real-life communicative situations. By addressing the identified gaps and incorporating student feedback, the EUEE English examination, particularly the speaking skill questions, can measure students' communicative capacity and align with language proficiency development goals. Overall, this study emphasizes the need for improvements
in speaking skill assessment questions in the EUEE to ensure a comprehensive evaluation of students' speaking abilities.
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Ethiopian University Entrance Examination