Jordanian EFL Teachers’ Perceptions of Communicative Language Evaluation

Nayel Al-Shara’h, Abdullah Abu Nabaah, Afag Khzouz

Abstract


The purpose of this study was to investigate EFL teachers’ perceptions of communicative language evaluation. The study aimed basically to answer the following questions:
1. What are Jordanian EFL teachers’ perceptions of communicative language evaluation?
2. Are there any statistically significant differences at (α= 0.05) in the EFL teachers’ perceptions of communicative language evaluation due to gender?
3. Are there any statistically significant differences at (α= 0.05) in the EFL teachers’ perceptions of communicative language evaluation due to qualification?
4. Are there any statistically significant differences at (α= 0.05) in the EFL teachers’ perceptions of communicative language evaluation due to experience?
The sample of the study consisted of 76 Jordanian EFL teachers, 25 teachers responded to an open questionnaire, which was intended to help develop the closed questionnaire, the main research tool, 51 teachers responded to the latter questionnaire. The analysis of data collected from the second questionnaire showed that EFL teachers’ perceptions of communicative language evaluation were to some extent positive. Further, there were no statistically significant differences at (α= 0.05) in the EFL teachers’ perceptions of communicative language evaluation that could be ascribed to gender, qualification, or experience. In light of the findings, it was recommended that further research studies should be conducted on the actual communicative language assessment practices and on the congruence between teaching and assessment of English. It was also recommended that awareness of communicative language assessment practices, especially alternative, non-testing ones should be raised among EFL teachers.

Keywords


EFL Teachers’ Perceptions, Communicative Language Teaching, Communicative Language Evaluation, Assessment Practices

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