TEACHERS' PERCEPTION AND PRACTICE OF EFL SPEAKING SKILLS ASSESSMENT

GENET, ZINABU

dc.contributor.author	GENET, ZINABU
dc.date.accessioned	2017-10-30T09:36:38Z
dc.date.available	2017-10-30T09:36:38Z
dc.date.issued	2017-10-30
dc.identifier.uri	http://hdl.handle.net/123456789/8176
dc.description.abstract	ABSTRACT The purpose of the current study was to investigate teachers' perception and practices of EFL speaking skills assessment in North wollo Zone at Habru, Kobo and Woldia Woreda General Secondary and Preparatory Schools grade 10 in focus. Seven General Secondary and Preparatory Schools were selected using connivance sampling. 28 English teachers who were in charge of teaching grade 10 were selected using purposive sampling and 327 grade 10 students were selected using stratified sampling. Observation supported audio video records, questionnaire and interview were administered. Qualitative and quantitative data analysis were employed to enrich and validate the data. Qualitative data was analyzed thematically. The quantitative data were analyzed with SPSS 16 in descriptive statics containing frequency, percentage, mean, standard deviation and bivariate, and excel. The result revealed that teachers have a highly favorable perception of the principles of EFL speaking assessment. There was little practice of EFL speaking skills assessment. The relationship between perception and practice was positive, r = 0.113. The result also revealed teachers face several challenges' like time constraints, emphasizing on grammar, class size, taking matriculation as a model and lack of very useful training. Based on the findings recommendations were forwarded.	en_US
dc.language.iso	en_US	en_US
dc.subject	english	en_US
dc.title	TEACHERS' PERCEPTION AND PRACTICE OF EFL SPEAKING SKILLS ASSESSMENT	en_US
dc.type	Thesis	en_US