Assessment of the Implementation of Continuous Oral Skills Assessment: The Case of EFL Teachers at Sokoru, Deneba and Kumbi Secondary Schools, Grade 10 in Focus

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.