<abstract xmlns="http://www.w3.org/1999/xhtml">

<sec><h3>Introduction:</h3>
<p>The study aimed to investigate the implementation of Competency-Based Language Teaching assessment and proficiency in English speaking skills.</p>
</sec>
<sec><h3>Methods:</h3>
<p>The study adopted a mixed methods approach and descriptive survey design. A random sample of 97 grade four English teachers and 56 grade four students were selected. The study utilized various methods to collect data, including a questionnaire, observation, interview, and oral test. The study employed both quantitative and qualitative data analysis methods.</p>
</sec>
<sec><h3>Results:</h3>
<p>The result showed that there was limited implementation of Competency-Based Language Teaching assessment in speaking skills. The findings also showed that the teachers’ awareness of the purpose of the speaking skills assessment in Competency-Based Language Teaching was below average. The study also found that students scored below satisfactory in speaking skills competencies, indicating that they did not achieve the intended level of mastery.</p>
</sec>
<sec><h3>Discussion:</h3>
<p>Teachers' awareness of the assessment's aim must be ensured to guarantee the implementation of the Competency-Based Language Teaching assessment. Competency-Based Language Teaching assessment also should ensure the achievement of learners’ speaking competency.</p>
</sec>
<sec><h3>Limitations:</h3>
<p>The number of schools selected as the sample was only four for the questionnaire and achievement test.</p>
</sec>
<sec><h3>Conclusions:</h3>
<p>The study recommends that teachers implement Competency-Based Language Teaching assessments practically in spoken language instruction, be aware of the purpose of Competency-Based Language Teaching assessments in speaking skills, and promote learners based on the mastery of competency at each level.</p>
</sec>
</abstract>

Introduction:
The study aimed to investigate the implementation of Competency-Based Language Teaching assessment and proficiency in English speaking skills.

Methods:
The study adopted a mixed methods approach and descriptive survey design. A random sample of 97 grade four English teachers and 56 grade four students were selected. The study utilized various methods to collect data, including a questionnaire, observation, interview, and oral test. The study employed both quantitative and qualitative data analysis methods.

Results:
The result showed that there was limited implementation of Competency-Based Language Teaching assessment in speaking skills. The findings also showed that the teachers’ awareness of the purpose of the speaking skills assessment in Competency-Based Language Teaching was below average. The study also found that students scored below satisfactory in speaking skills competencies, indicating that they did not achieve the intended level of mastery.

Discussion:
Teachers' awareness of the assessment's aim must be ensured to guarantee the implementation of the Competency-Based Language Teaching assessment. Competency-Based Language Teaching assessment also should ensure the achievement of learners’ speaking competency.

Limitations:
The number of schools selected as the sample was only four for the questionnaire and achievement test.

Conclusions:
The study recommends that teachers implement Competency-Based Language Teaching assessments practically in spoken language instruction, be aware of the purpose of Competency-Based Language Teaching assessments in speaking skills, and promote learners based on the mastery of competency at each level.

Implementing Competency-Based Language Teaching Assessment and Achievement of Competency in Speaking Skills at Grade Four

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution 4.0 International License.

Introduction:
The study aimed to investigate the implementation of Competency-Based Language Teaching assessment and proficiency in English speaking...

Implementing Competency-Based Language Teaching Assessment and Achievement of Competency in Speaking Skills at Grade Four

Online veröffentlicht: 20. Juni 2024

Seitenbereich: 65 - 84

Eingereicht: 02. Jan. 2024

Akzeptiert: 16. Feb. 2024

DOI: https://doi.org/10.2478/atd-2024-0012

© 2024 Gebisa Ayana Derseh et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.