English language teachers’ classroom assessment practices of oral language skills in secondary schools in Tanzania

Abstract

This study investigated secondary school English language teachers’ classroom practices in the assessment of oral language skills in Tanzania. The study was informed by a phenomenological research design. Data were collected in six schools through interviews with eight (8) teachers, classroom observation and documentary review. All interviews were recorded and transcribed verbatim. Data analysis was conducted through a thematic approach. Findings revealed that classroom oral language assessment in secondary schools was sparingly conducted in the studied schools. Where it was conducted, it was dominated by debates, group discussions and classroom presentations, dialogues, dictation, interviews, questions and answers and computer-assisted assessment. It was further found that smaller classes benefitted from oral language assessment than larger classes. Teachers with larger classes were hampered from conducting oral language assessments due to time limitations. The paper concludes that students’ oral language skills can better be developed if both classroom and national assessments are strengthened.