Secondary School EFL Teachers’ Perceptions and Practices of Integrating Skills in their Assessment Methods: Machakel Woreda in Focus

Abstract

The purpose of this study was to examine how EFL teachers perceive and implement skill integration in their classroom assessments, with a focus on Grades 9 and 10 in four secondary schools located in Machakel Woreda. Specifically, it investigated how teachers incorporate multiple language skills into both formative and summative assessments. The study employed a descriptive research design with a mixed-methods approach used solely for data collection purposes. Out of a population of 22 English teachers, all 22 were selected as the sample through a comprehensive sampling method. The instruments used for data collection included questionnaires, classroom observations, interviews, and document analysis. These instruments were designed to explore English teachers’ perceptions and practices concerning skill integration in classroom assessments. The findings of the study revealed that teachers held strong perceptions and a solid understanding of the principles of integrated skills assessment. However, they rarely practiced skill-integrated language assessments in either classroom assessment of learning (summative assessment) or assessment for learning (formative assessment) in EFL classes. The study also indicated that classroom English language assessments primarily consisted of grammar items and, occasionally, vocabulary content, with little to no skill integration. Furthermore, the study identified key challenges hindering classroom language assessment practices, which were related to students, teachers, and school administration. Based on the findings, it was concluded that EFL teachers focused mainly on summative assessments (assessment of learning) without integrating language skills, and they did not successfully implement integrated skills assessments. Instead, they relied heavily on assessments targeting isolated skills and grammar content. Several key recommendations were proposed, based on the major findings of the study, to improve EFL teachers’ classroom assessment practices.