Exploring Informal Assessment In The Speaking Class

Abstract

The current study aims at exploring the use of informal assessment of the speaking skill in the English department at the University of Algiers 2. Speaking is a highly valuable skill that should be assessed and improved and the use of tasks is crucial for the success of the informal assessment. For this reason we chose to investigate the tasks used by EFL teachers to integrate informal assessment into their speaking classes. This research also aims at examining the learners’ perception of the effects of informal assessment on their progress. Classroom research is the method followed by the researcher to carry out this research. 50 English students and 6 EFL teachers were the sample for this study. Three data collection tools were utilized. An observation scheme and two questionnaires, one for teachers and another one for learners. This latter was analyzed through the use of descriptive statistics, while the other two tools were content analyzed. The results revealed that the tasks and their implementation differ from first year teachers to second year teachers. First year teachers tend to use tasks that require group works and discussions, and they take control over the learning process while second year teachers make the learning process around the learner and encourage him to take charge of his own learning. Findings have also revealed that learners believe that the informal assessment of speaking has contributed to improve their speaking ability in a remarkable way.