The Effectiveness of Oral Assessment Techniques Used in EFL Classrooms in Saudi Arabia From Students and Teachers Point of View

Surur, Radhi S.

doi:10.5539/elt.v12n5p1

Cited by 5 publications

(5 citation statements)

References 22 publications

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“…English is taught as a second language in the Kingdom of Saudi Arabia (KSA) in order to improve English competence and put the country on the worldwide map as it attempts to meet Vision 2030 goals (Alharbi, 2023). The English language holds great significance in Saudi Arabia's global economic, political, and scientific endeavors.…”

Section: The Contextmentioning

confidence: 99%

“…This can cause a significant challenge for students who are not proficient in English. Teachers in Saudi Arabia use real resources like newspapers, magazines, and interview videos to aid students in reading and writing English (Alharbi, 2023). According to Almoslamani (2022), recently efforts have been made to raise students' awareness of learning strategies, in order to enhance the quality of learning in educational institutions in KSA and to achieve high performance standards at global level, as opposed to traditional rote-learning memorization that has been dominant.…”

Section: The Contextmentioning

confidence: 99%

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Investigating EFL Students’ Perceptions about the Use of Beyond Textbook Materials for University Courses

Afzal

2024

WJEL

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Proficiency in English, in today’s globalized atmosphere, needs to be prioritized. This can be achieved by incorporating diverse, dynamic, and productive strategies intended to improve language proficiency. The use of different beyond textbook materials for teaching skills courses such as reading, writing, listening and speaking can be one such strategy. This study advocates that student teacher’s reliance should not always be based on prescribed textbooks, which may not always satisfy all students’ needs in different circumstances. Instead, resources other than textbooks can be a supportive supplement. This quantitative study investigates EFL students’ perceptions about the use of beyond textbook materials while studying skills courses in Prince Sattam bin Abdulaziz University (PSAU). The sample consisted of 68 student-participants: 30 males and 38 females studying in level three of 4-year BA program in the Department of English. Based on purposive sampling, only those student-participants were chosen who had already studied skills courses as freshmen. To collect data, a 20-item questionnaire was created, online, using Google Forms. The responses were collected using 5-point Likert scale containing agreement, frequency and quality response options. The findings reveal that students positively reacted to the use of beyond textbook materials for skills courses and acknowledged the contributions of such non-textbook resources towards learning EFL. This study is limited to a selected context. Therefore, it is recommended that future studies may focus on student-participants from different locations to, supposedly, achieve results that are more comprehensive. It is hoped, findings of this study will provide valuable insights for students, teachers, and future researchers alike in the context of EFL.

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Section: The Contextmentioning

confidence: 99%

Section: The Contextmentioning

confidence: 99%

Investigating EFL Students’ Perceptions about the Use of Beyond Textbook Materials for University Courses

Afzal

2024

WJEL

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“…Students, relying on teachers as assessors, expect indications of correctness in language usage and feedback on their performance. Clear communication of assessment criteria is emphasized, guiding students on what aspects to focus on, such as correct speech and grammar during conversational exercises (Alharbi & Surur, 2019). Additionally, students need to understand the purpose and fairness of assessments, as objective evaluation fosters constant interest in language learning.…”

Section: Teacher As Assessormentioning

confidence: 99%

Teachers’ Roles on English Language Teaching for Promoting Learner-Centered Language Learning: A Theoretical Review

2024

ijte

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Both students' language learning and teachers' language teaching are interconnected components of the language-learning process, and they rely on each other to create an effective language-learning environment. This research article investigates the teachers’ roles in language teaching to promote the students’ learner-centered language learning. The method applied in this paper was a library research study where theories were summarized and synthesized from academic sources to provide the answers to the research problems. The instruments used in this study were journal articles, conference proceedings, books, and book sections in the field of language teaching and learning. The results indicated that English teachers, assuming diverse roles including controllers, assessors, managers, and facilitators, collectively contribute to shaping a dynamic and student-focused language learning environment, fostering autonomy, motivation, and self-directed learning throughout students' language acquisition journey. The findings can enhance the quality of teachers’ teaching process by prioritizing students’ needs, interests, and life-long learning.

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“…Stress and anxiety can affect learning and the experience of life as a university student [33]. Despite this, there is evidence that students will choose a presentation-based assessment if it is beneficial to the learning process [35]. Realistically, it is challenging to avoid all forms of discrimination within assessments.…”

Section: Introductionmentioning

confidence: 99%

On the Spot Presentation-Based Assessment (OTSPA): Student Perception and Predictive Value of a Novel Summative Assessment with a Formative Assessment Flavour

Paramasivam,

Abou-Amer,

Saadeh

2023

Education Sciences

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University of Surrey’s School of Veterinary Medicine introduced an assessment called On The Spot Presentation-based Assessment (OTSPA) into the 3rd and 4th year of a 5-year veterinary degree programme. The OTSPA is designed as a low-weightage summative assessment, conducted in a supportive learning environment to create a better learning experience. The OTSPA is a timed oral assessment with an ‘on the spot’ selection of taught topics, i.e., students prepare to be assessed on all topics but a subset is chosen on the day. The OTSPA was designed to test the students’ depth of knowledge while promoting skills like communication and public speaking. The aim of this study is to describe the design and operation of the OTSPA, to evaluate student perception of the approach, and to assess the OTSPA’s predictive value in relation to the final written summative assessment (FWSA), which is an indicator of academic performance. This study assessed the student perceptions (N = 98) and predictive value of the OTSPA on the FWSA in three modules: Zoological Medicine (ZM), Fundamentals of Veterinary Practice (FVP), and Veterinary Research and Evidence-based Veterinary Medicine (VREBVM). In the perception study, 79.6% of students felt that their preparation for OTSPAs drove an understanding and learning of topics that formed part of the module learning outcomes. Only a small group (21.4%) reported the assessment to be enjoyable; however, 54.1% saw value in it being an authentic assessment, reflecting real-life situations. The majority of students felt that the OTSPA helped with improving communication skills (80.4%). There was a small but significant positive correlation between the performance in OTSPAs and the FWSA in all modules. This suggests that OTSPAs can be useful in predicting the outcomes of the FWSA and, furthermore, could have utility in identifying where support may be helpful for students to improve academic performance. Outcomes from this study indicate that the OTSPA is an effective low stake summative assessment within the Surrey veterinary undergraduate programme.

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The Effectiveness of Oral Assessment Techniques Used in EFL Classrooms in Saudi Arabia From Students and Teachers Point of View

Cited by 5 publications

References 22 publications

Investigating EFL Students’ Perceptions about the Use of Beyond Textbook Materials for University Courses

Investigating EFL Students’ Perceptions about the Use of Beyond Textbook Materials for University Courses

Teachers’ Roles on English Language Teaching for Promoting Learner-Centered Language Learning: A Theoretical Review

On the Spot Presentation-Based Assessment (OTSPA): Student Perception and Predictive Value of a Novel Summative Assessment with a Formative Assessment Flavour

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