Correlation between Subjective and Objective Assessment of English Oral Proficiency The Case of Third Year Students at Msila University English Department

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dc.contributor.authorHamdaoui Rafik
dc.contributor.authorBibi TakiEddine
dc.date.accessioned2025-02-11T07:46:47Z
dc.date.available2025-02-11T07:46:47Z
dc.date.issued2024-06
dc.description.abstractThis study investigates the correlation between subjective and objective assessments of English oral proficiency among third-year students at Msila University's English Department. The research aims to determine the extent of alignment between these two assessment methods and identify potential areas of discrepancy. Specifically, it examines the relationship between subjective evaluations of overall oral proficiency and subjective assessments of accuracy, fluency, and pronunciation constructs. Findings indicate strong positive correlations between subjective assessments of oral proficiency and the constructs of accuracy and fluency, with accuracy having the highest correlation. Pronunciation, while still significantly related, exhibited a slightly weaker correlation. The study also revealed that factors such as pause time and speech rate play significant roles in teachers' evaluations of fluency. These results underscore the importance of integrating both subjective and objective measures to achieve a comprehensive assessment of oral proficiency
dc.identifier.urihttps://repository.univ-msila.dz/handle/123456789/45995
dc.language.isoen
dc.publisherUNIVERSITÉ MOHAMED BOUDIAF - M’SILA
dc.relation.ispartofseriesan/43/2024
dc.subjectAccuracy
dc.subjectEnglish oral proficiency
dc.subjectFluency
dc.subjectObjective assessment
dc.subjectPronunciation
dc.subjectSubjective assessment
dc.titleCorrelation between Subjective and Objective Assessment of English Oral Proficiency The Case of Third Year Students at Msila University English Department
dc.typeThesis

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