Investigating the Validity and Reliability of Oral Proficiency Assessment for EFL Learners: Case of Secondary Education Students at Mouloud Quassem Secondary School, Setif, Algeria.
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2025-07-10
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Abstract
This study investigates the validity and reliability of oral proficiency assessments in the context of English as a Foreign Language (EFL) education at Mouloud Quassem Secondary School in Algeria. Employing a mixed-methods approach, the research combined quantitative and qualitative data collection techniques, including Likert-scale questionnaires administered to 170 students and 10 teachers. The findings revealed that while students exhibited moderate self-perceptions of their oral proficiency, they reported higher anxiety during formal assessments and preferred informal methods such as storytelling and role-plays. Teachers acknowledged the challenges of large class sizes, student anxiety, and the lack of standardized rubrics, yet they perceived students' oral proficiency levels as generally good. The study highlighted the importance of ensuring validity and reliability in oral assessments through diversified methods, technological integration, and transparent grading criteria. The results underscore the need for institutional support, teacher training, and student-centered strategies to enhance oral proficiency evaluation. In conclusion, the research advocates for balanced assessment practices that prioritize communicative competence while addressing contextual challenges in EFL settings.
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Keywords: Oral proficiency assessment, Student perceptions, Teacher challenges, Language learning strategies, Communicative competence.