Abstract:
The main objective of this study was to assess EFL teachers' perceptions, practices and challenges
of testing oral communication skills: in Dawuro zone secondary schools. There are 47 government
secondary schools in Dawuro zone. Because of large number of schools, the researcher sampled
19 senior secondary schools through simple random sampling technique. In 19 senior secondary
schools there are 108 EFL teachers. The study has employed a descriptive research design that
combines both quantitative and qualitative methods. There are 108 EFL teachers in sampled
senior secondary schools and they were sampled through comprehensive sampling techniques
because they are limited in number. Questionnaire was used major data collection tools and
interview and classroom observation checklists were minor tools. Questionnaire was distributed
to 100 teachers. Observation and interview were conducted with eight teachers. Interview was
supported audio records. Qualitative and quantitative data analyses were employed to enrich and
validate the data. Qualitative data was analyzed thematically. The quantitative data were analyzed
with SPSS V20 in descriptive statics containing frequency, percentage and mean. The result
revealed that teachers have a favorable perception of oral communication skills test. There was a
better practice of testing oral communication skills. The relationship between perception and
practice was positive. The result also revealed few challenges that teachers face to test oral
communication skills such as students lack time to cover the test, students prefer to use their
mother tongue and lack of teaching aids like tape recorders, cassettes and radio-program. Based
on the findings the researcher recommended that Ministry of Education, regional, and woreda
education bureau should provide teaching aids like tape recorders, cassettes and radio-program
to promote EFL language oral communication skills. Students should develop positive awareness
towards oral communication skills in EFL classroom. Students should use the target language in
EFL classroom instead of mother tongue. Students should regularly practice oral communication
skills tasks such as dialogue, interview and oral questionnaires his/her friends inside and outside
of classroom.
