Investigating the analogy between pencil paper evaluation and students’ speaking and writing disequilibrium
No Thumbnail Available
Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
Université De Larbi Ben M’hidi Oum EL Bouaghi
Abstract
Teachers of EFL classes mostly use the traditional way of assessment, which is Paper and Pencil assessment to evaluate the students' development concerning writing and speaking skill. In which they limited the opportunity to be appraised and receive feedbacks based on their actual performance, as well as it caused unbalance writing and speaking competencies. Correspondingly, this study aims at investigating the effect of paper and pencil evaluation on the students' speaking and writing equilibrium and the students' perspective towards the missuse of this traditional mode of assessment. The hypothesis of the study is that paper-pencil evaluation causes the students' speaking and writing unevenness. Furthermore, this study was addressed to master two EFL students at Oum El Bouaghi University and conducted at two levels. The first level is an enquiry that aims at proving the existence of the disequilibrium in the students' writing and speaking competencies. Both of the speaking and writing tests were used as data collection tools. The results of this level proved that the disequilibrium between the two skills does exist. The second level is a correlational research which included a comparison between the scores of the students' scores in writing and speaking modules as EFL students at Oum El Bouaghi University and the scores of the oral and writing tests. The results show that paper-pencil assessment has a negative impact on developing a homogeneous foreign language learner. The second tool was the questionnaire; an online questionnaire was dispatched to the students. The results showed that the lack of alternation in assessment affects the students' performance, in addition to the fact that the students have negative perspective towards the excessive use of the writing-only mode of evaluation. Eventually, the hypothesis was confirmed: paper and pencil assessment causes the students' writing and speaking disequilibrium.
Description
Keywords
EFL student, paper-pencil assessment, disequilibrium