ASSESSING THE CHALLENGES EFL TEACHERS FACE IN IMPLEMENTING CONTINUOUS ASSESSMENT IN SPEAKING CLASSES FOCUSING ON THREE SELECTED SCHOOLS IN SEBETA HAWAS WOREDA

Abstract

The purpose of this study was to assess challenges of the implementation of continuous assessment in speaking skill with reference to EFL teachers at Awash Melka, Jawwee and Tefki grade 10 and 11 students. For this study descriptive survey research design was employed, and in trying to address these issues which include both qualitative and quantitative research methods were used. Thus, nine EFL teachers were availability selected whereas 95 students were selected employing a systematic random sampling technique from three schools. These samples were taken from the whole population that is 950 grades 10 and 11 students of 2014 in the mentioned school. All grade 10 and 11 English teachers (i.e. nine in number) were taken as a sample for the study. The researcher used Questionnaire, interview and classroom observation as data gathering tools in the study. Questionnaire and interview were used for both teachers and students while for classroom observation was used only for teachers. As to the findings, the study illustrated that EFL teachers had a good awareness of COSA and positive attitude towards it; but they encountered challenges in the implementation of this procedure. Hence, the findings showed that students lack of verbal English proficiency, lack of interest, low-level motivation, and negligence of authentic or real life speaking skills to complete the given tasks. Moreover, fear towards national examinations, ample time given for grammar-focused instructions, teachers‟ lack of practical skills for practical implementation of COSA, large class size, time constraints, the time given for task in the textbook and in the teacher’s guide does not match, EFL teachers’ heavy workload (20-25 periods in a week) and focus given to cover vast portions were also found to be other impediments towards students’ development of oral communication skills. Finally, recommendations were put forward for EFL teachers based on the findings of the study that are meant to create a sense of accountability of this assessment problem