Publication Date: 2022/12/14
Abstract: This study examines the testing of EFL listening in the Moroccan public high school classroom. The study adopted a mixed-method design with regard to data collection and data analysis. The data were obtained through questionnaires, interviews and document analysis. The study was carried out through distributing questionnaires to 54 public high school teachers of English, holding interviews with 7 public high school teachers of English, and analyzing 23 quizzes of continuous assessment devised and administered by different public high school teachers of English. The data was analyzed by triangulation through cross-checking and cross-examination. The results indicate that teachers never test listening because most of them do not teach it. Also, the results indicate that teachers do not test listening because it is not tested in the National Baccalaureate Exam. The pedagogical implications of the study include the need to include the listening component in the Moroccan National Baccalaureate Exam so that teachers and students take it seriously in terms of teaching and testing. For research implications, further research is needed to examine the effect of not testing listening in the quizzes of continuous assessment on students' English language learning. Future studies are thus indispensable to fill in this gap in the existing literature with a view to determine the effect of neglecting the testing of EFL listening on English language proficiency in general and listening proficiency in particular.
Keywords: Testing, EFL Listening, Formative Assessment, Summative Assessment
DOI: https://doi.org/10.5281/zenodo.7435177
PDF: https://ijirst.demo4.arinfotech.co/assets/upload/files/IJISRT22NOV1101_(1).pdf
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