Assessing EFL Listening and Speaking Skills During Remote Teaching

Abstract

The purpose of the present study was to analyse how English as a Foreign Language (EFL) listening and speaking skills were assessed during remote teaching as a result of the COVID-19 pandemic. The participants were 174 senior high school students in public and private institutions, 102 EFL teachers, 32 high school authorities, and 80 students’ parents. The methodology comprised a quantitative approach in which students’, teachers’, and authorities’ surveys were analysed. The instruments employed consisted of a five-point Likert scale that included strongly agree, agree, neutral, disagree, and strongly disagree regarding items related to assessment. The findings suggest that for assessing listening and speaking skills the teachers in the research mostly used online technological tools such as quizzes, chatrooms, and blogs. Furthermore, the assessment instruments included oral presentations, questioning, as well as listening and speaking tests. Finally, formative and summative assessments were mainly employed to evaluate students’ listening and speaking skills during the pandemic.