Abstract:
The purpose of this study was to assess the implementation of continuous oral skills
assessment with reference to EFL teachers at Sokoru, Deneba and Kumbi Secondary
Schools. With this intention, EFL teachers’ awareness about COSA, and the current
practice of COSA and teachers’ familiarity with COSA formats, challenges EFL teachers
encounter and attempts they make to overcome these challenges were explored. For this
study descriptive research design was employed, and in trying to address these issues,
mixed research methods which include both qualitative and quantitative research
methods were used. Thus, nine EFL teachers were comprehensively selected whereas 95
students were selected employing a systematic random sampling technique from three
schools. Relevant data were collected through written reflection, semi- structured
interviews, questionnaires and classroom observation. As to the findings, the study
illustrated that EFL teachers had a good awareness of COSA and positive attitude
towards it. Hence, the findings showed that students had poor verbal English
proficiency, lack of interest, low-level motivation, and negligence of authentic or real life
speaking skills to complete the given tasks. Moreover, fear towards national
examinations, ample time given for grammar- focused instructions, teachers’ lack of
practical skills for practical implementation of COSA, large class size, time constraints,
the time given for task in the textbook and in the teacher’s guide does not match, EFL
teachers’ heavy workload and focus given to cover vast portions were also found to be
other impediments towards students’ development of oral communication skills. Finally,
recommendations were put forward for EFL teachers based on the findings of the study
that are meant to create a sense of accountability of this assessment problem.
