Investigating teachers' assessment criteria for effective presentations in second and third year oral expression courses
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Date
2024
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Publisher
University of Oum El Bouaghi
Abstract
In the dynamic landscape of Algerian Higher Education, effective oral presentations are often believed to be a valued component of foreign language learning skills. Thus, second and third year teachers of oral expression in different Algerian higher education focus on enhancing the professional and academic success of their students’ oral presentations. As a result, students find it challenging to develop their oral presentations proficiency due to the lack for effective teaching methods applied by educators. In order to help EFL students to achieve an effective oral presentation, teachers are required to use creative assessment methods and techniques. For this reason, the present study aims at investigating Oum El Bouaghi University Oral expression teachers in their assessment criteria for effective oral presentations within the oral expression courses at the English language department. In order to reach such aim, a quantitative research design was employed through forming a questionnaire that consists of both types of questions; close-ended to gather numerical data that would be analysed statistically, and open-ended questions that serve to collect data regarding experience and perceptions, that was conducted with 15 teachers of Oral Expression at Larbi Ben M’hidi University, Oum El Bouaghi, that were chosen conveniently to find out what assessment is based on, and exploring what are teachers assessment goals, methods, strategies, criteria, and challenges they face during the process. After analysing and interpreting the findings, results have indicated that most EFL teachers at the English department- at Oum el Bouaghi University- use a diverse range of methods and strategies based on each student performance to assess and improve EFL learners’ presentation focusing on developing fluency and confidence. Besides, emphasizing the necessity for a learner-cantered approach to ensure accuracy as well as validity in students’ oral skills assessments and encourage personal development and critical thinking. The study provides pedagogical recommendations, suggestions for future research, and highlights the current research’s limitations.