EFL Teachers Challenges in Designing Assessment Material for Students’ Listening Skills
DOI:
https://doi.org/10.29240/ef.v8i2.12053Keywords:
Keywords: EFL Teachers, Challenges, Assessment Materials, Listening SkillsAbstract
This study investigates the challenges EFL teachers face when designing listening assessment materials, with a focus on understanding these obstacles and identifying strategies to address them. The research aims to explore the alignment of assessment practices with student proficiency levels, resource accessibility, and the impact of time constraints on assessment quality. The study involves eight active English teachers from diverse educational institutions as participants. Data were collected using an online questionnaire designed to gather insights into teachers’ perspectives and strategies, guided by the CIPP (Context, Input, Process, Product) evaluation model. This structured framework facilitated a comprehensive analysis of contextual needs, available resources, procedural approaches, and assessment outcomes. The data were analyzed descriptively using Google Forms, with key findings highlighting significant challenges in sourcing appropriate audio materials, ensuring inclusivity and validity, and managing time for creating bespoke assessments. Results revealed that while 50% of teachers successfully aligned assessments with student abilities, 25% faced difficulties in selecting suitable materials due to resource limitations. Teachers frequently relied on self-created or freely available online resources and employed pre-made tests due to time constraints. Despite these efforts, gaps in assessment literacy and resource access persisted. The study underscores the need for professional development programs to enhance language assessment literacy, improved access to diverse, high-quality audio materials, and systemic support to address these challenges. By addressing these issues, this research contributes to more effective listening assessment practices, fostering equitable and comprehensive EFL education.
Downloads
References
Al-Jarf, R. (2021). Challenges in Conducting Online Speaking Activities during the Pandemic. https://www.sciedu.ca/journal
Bizunesh, W., Alemu, A., & Ashenafi, B. (2021). EFL Teachers’ Perception and Practice of Assessing Listening Skills, and the Challenges They Face: Secondary Schools in West Jimma in Focus. Jimma University. https://repository.ju.edu.et/handle/123456789/6215
Bozorgian, H., & Pillay, H. (2013). Enhancing EFL Listening Comprehension Through Integrative Listening Tasks. The Language Learning Journal, 41(1), 41-56. doi: 10.1080/09571736.2011.625096
Brown, H.D. (2015). Teaching by Principles: An Interaction Approach in Language Pedagogy. (4th Ed.). Prentice Hall Regents.
Chie, O. (2023). Current Issues in Assessment of Listening Difficulties. Audiology Japan. doi: 10.4295/audiology.66.221
Feyten, C.M. (1991). The Power of Listening Ability: An Overlooked Dimension in Language Acquisition. The Modern Language Journal, 75(2), 173-180.
Field, J. (2019). Listening in the Language Classroom. Cambridge Language Teaching Library. Cambridge University Press.
Geranpayeh, A., & Taylor, L. (2013). Examining Listening: Research and Practice in Assessing Second Language Listening. Cambridge University Press.
Ghanbari, N., & Nowroozi, S. (2021). Exploring Barriers in Online Assessment for EFL Teachers.
Graham, S., & Santos, D. (2015). Strategies for Second Language Listening: Current Scenarios and Improved Pedagogy. The Modern Language Journal, 99(3), 653–669. doi: 10.1111/modl.12247
Jeanne, M., Burns, Donald, J., & Richgels. (1988). A Critical Evaluation of Listening Tests. Intervention In School and Clinic, 24, 153-162. doi: 10.1177/105345128802400206
Li, J., & Renandya, W. A. (2020). Effective Listening Instruction in EFL Classrooms: Balancing Strategy and Practice. Asian Journal of Language Teaching, 28(2), 45–61.
Lynch, T. (2017). Teaching Second Language Listening. Oxford Handbooks for Language Teachers. Oxford University Press.
Nurhandayani, S., Eliza, N.F., Zuhad, & Ahmad. (2020). Listening Comprehension Problems Among EFL Vocational School Students. 1(1), 1-11. doi: 10.22236/ELLTERJ.V1I1.4907
Nushi, M., & Orouji, F. (2020). Investigating EFL Teachers’ Views on Listening Difficulties Among Their Learners: The Case of Iranian Context. Sage Publication.
Podder, R. (2011). Barriers and Enablers for Teachers Assessing Listening and Speaking Skills at Secondary Level in Bangladesh. doi: 10.26021/9513
Rost, M. (2021). Teaching and Assessing Listening in the Second Language Classroom. Pearson Education.
Rylander, J., Stewart, T., Emi, I., & Sasao, Y. (2023). Test Validation Through Rasch Analysis for an Academic Listening Course. SSRN. doi: 10.2139/ssrn.4642099
Shofatunnisa, D., et al. (2021). Using YouTube Videos for EFL Speaking Assessment: A Qualitative Analysis. https://www.sciedu.ca/journal
Stufflebeam, D. (2003). The CIPP Model of Evaluation. In T. Kellaghan, D. Stufflebeam, & L. Wingate (Eds.), Springer International Handbooks of Education: International Handbook of Educational Evaluation.
Syahrin, S., & Salih, A. (2020). Investigating Online Learning Styles and Technology in ESL Classes during COVID-19. https://www.sciedu.ca/journal
Vandergrift, L., & Goh, C. C. M. (2018). Teaching and Learning Second Language Listening: Metacognition in Action. Routledge. doi: 10.4324/9781315462849
Wallerstedt, C. (2011). Didactic Challenges in the Learning of Music-Listening Skills. 105-126. doi: 10.1007/978-94-007-1617-9_6
Xu, L., & Yi, X. (2020). Advancements in EFL Listening Assessment: A Review of Challenges and Solutions. Journal of Language Education and Research, 7(3), 255-270. doi: 10.21462/jle.v7i3.310
Yamada, H., & Nakamura, K. (2022). Innovative Tools for EFL Listening Assessment in Digital Learning Environments. TESOL Quarterly, 56(4), 892-910. doi: 10.1002/tesq.3090
Zeng, Y., & Zhang, Y. (2021). Mobile-Assisted Listening Assessments in EFL Classrooms: A Meta-Analysis. Educational Technology Research and Development, 69(5), 2473–2496. doi: 10.1007/s11423-021-10057-9
Zhang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., & Misulis, K. (2011). Using the Context, Input, Process, and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation, and Assessment of Service-Learning Programs. Journal of Higher Education and Outreach Engagement, 15(4), 57–83.
Downloads
Published
How to Cite
Citation Check
License
Copyright (c) 2024 Nurhayati Nurhayati, Puji Wahyu Setiawaty, Sahril Nur
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
