English teachers' and students' opinions about English speaking and listening exams in secondary schools: problems and solutions

Since English has emerged as the universal language of communication, language education must include the development of communicative skills. Writing and grammar-based practices have historically dominated foreign language assessment and teaching in Türkiye. However, the implementation of performance-based speaking and listening assessments formally started in secondary schools in 2023. Despite its goal of improving students' communication skills, this reform presented several difficulties during implementation. This study aims to explore the perceptions of English teachers and secondary school students regarding the newly implemented speaking and listening exams. Semi-structured interviews were conducted to gather data from 15 students attending an Imam Hatip secondary school in Kahramanmaraş and 14 English teachers employed in various provinces, utilising a qualitative research design. Additionally, observations were made in the classroom. Content analysis was used to examine the data. The results showed that the exams had a positive impact on students' motivation, confidence, and language proficiency. Nevertheless, several issues also emerged, including inadequate class time, overcrowded classrooms, a lack of technology, teachers' inadequate preparation, and students' exam anxiety. To guarantee the successful administration of the examinations, teachers emphasised the need for standardised procedures, in-service training, and enhanced technology tools. In conclusion, this study highlights both the strengths and weaknesses of the new assessment system, providing valuable insights for practitioners and policymakers. The findings highlight the critical importance of creating fair, reliable, and standardised assessments, as such assessments are essential to ensure the system's long-term sustainability and its alignment with Turkey's broader educational objectives.