Türkiye'deki ingilizce öğretmenlerinin konuşma değerlendirme okuryazarlığı

Language assessment literacy is one of the prominent issues which captures researchers' attention around the world. Because it is of paramount importance in language learning, many studies have addressed this issue. Studies on this issue have mainly focused on EFL teachers' perceptions and practices regarding language assessment. Additionally, many studies have investigated instructors' training needs and training levels in language assessment literacy. However, little attention has been paid to the assessment of speaking skills. The current study aims to explore EFL teachers' knowledge, perceptions and practices regarding speaking assessment. A mixed-method research design was used in the current study. For the quantitative part of this study, a questionnaire was used to collect the data. 112 EFL teachers participated for the quantitative part of the study. The results of the quantitative data were analyzed through a statistical software program, IBM SPSS. For the qualitative part of this study, semi-structured interviews were used to collect the data. The qualitative data were collected from 11 EFL teachers working in different state elementary, middle and high schools. Content analysis was used to analyze the qualitative data. The results indicated that participants have positive perceptions toward speaking assessment. Furthermore, participants highlighted the importance of feedback in speaking assessment. The findings showed that participants use speaking assessment results to give feedback and grade to students. Additionally, participants use formative assessment instead of summative assessment in their classrooms. Both peer and self-assessment techniques are used by the participants to enhance learners' speaking proficiency. Moreover, participants use both in class performance and speaking exams to assess learners' speaking proficiency. Furthermore, the results demonstrated that participants' knowledge and perceptions of speaking assessment influenced on their language assessment practices.