Dahdouh, LymaneAdjadj, Djalila2018-06-272018-06-272016http://hdl.handle.net/123456789/3621The aim of this dissertation is to explore EFL teachers' and students' perceptions about the use of oral presentation as an evaluation technique. Accordingly, we hypothesize that oral presentation does not reflect the level of the students when evaluation takes place. This study is made of two parts : theoretical part devided into two chapters one about assessment and evaluation and another about oral presentation and practical part is the fieldwork of the study. To test our hypothesis, two questionnaires were administered to both teachers and First Year Master Students of the English department at O. E. B University during the academic year 2015- 2016. Hence, two issues were addressed (1) students' and teachers' attitudes about classroom evaluation and if it is necessary in the ongoing process of learning or not, (2) the effect of using oral presentation in the classroom as an evaluation technique. This study has been mainly conducted to 15 teachers and 40 students. All the participants involve positively and show much interest. After analyzing their responses, it has revealed that oral presentation helps students more to improve and enhance their speaking skill but when it comes to evaluation it' s not seem enough to reflect the real level of the students. Thus, there should be another written evaluation in addition to oral presentation. Based on the findings, some recommendations were put forward to draw both instructors' and learners' attention to this issue.enTeaching : EFL : oral presentationOther