English language teachers’ speaking assessment beliefs and practices in Malaysian secondary schools
This study examines the correlation between Malaysian secondary school English teachers’ speaking assessment beliefs and their actual classroom practices within a classroom-based assessment framework. Adopting a quantitative research approach, data were collected from 98 teachers via a survey, and c...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Academy Publication
2025
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| Online Access: | http://psasir.upm.edu.my/id/eprint/120611/ http://psasir.upm.edu.my/id/eprint/120611/1/120611.pdf |
| _version_ | 1848868211051724800 |
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| author | Jamil, Nur Zaimah Barghi, Ali Hamed Nimehchisalem, Vahid Mohd Ali, Afida |
| author_facet | Jamil, Nur Zaimah Barghi, Ali Hamed Nimehchisalem, Vahid Mohd Ali, Afida |
| author_sort | Jamil, Nur Zaimah |
| building | UPM Institutional Repository |
| collection | Online Access |
| description | This study examines the correlation between Malaysian secondary school English teachers’ speaking assessment beliefs and their actual classroom practices within a classroom-based assessment framework. Adopting a quantitative research approach, data were collected from 98 teachers via a survey, and correlational analysis was employed to examine the strength, direction, and significance of the relationship between their beliefs and practices. The findings indicate that while teachers generally believe speaking assessment is important for developing students’ communication skills, their actual practices do not always match these beliefs. A statistically significant moderate positive correlation was found between teachers’ beliefs about speaking assessment and their frequency of using it; teachers who attached more importance to it, tended to use it more in practice. The results highlight the need for focused professional development and clearer guidelines to assist teachers in aligning teachers’ assessment beliefs and practices. This alignment will promote more effective and consistent use of speaking assessments in the classroom. |
| first_indexed | 2025-11-15T14:48:47Z |
| format | Article |
| id | upm-120611 |
| institution | Universiti Putra Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T14:48:47Z |
| publishDate | 2025 |
| publisher | Academy Publication |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | upm-1206112025-10-07T00:39:39Z http://psasir.upm.edu.my/id/eprint/120611/ English language teachers’ speaking assessment beliefs and practices in Malaysian secondary schools Jamil, Nur Zaimah Barghi, Ali Hamed Nimehchisalem, Vahid Mohd Ali, Afida This study examines the correlation between Malaysian secondary school English teachers’ speaking assessment beliefs and their actual classroom practices within a classroom-based assessment framework. Adopting a quantitative research approach, data were collected from 98 teachers via a survey, and correlational analysis was employed to examine the strength, direction, and significance of the relationship between their beliefs and practices. The findings indicate that while teachers generally believe speaking assessment is important for developing students’ communication skills, their actual practices do not always match these beliefs. A statistically significant moderate positive correlation was found between teachers’ beliefs about speaking assessment and their frequency of using it; teachers who attached more importance to it, tended to use it more in practice. The results highlight the need for focused professional development and clearer guidelines to assist teachers in aligning teachers’ assessment beliefs and practices. This alignment will promote more effective and consistent use of speaking assessments in the classroom. Academy Publication 2025 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/120611/1/120611.pdf Jamil, Nur Zaimah and Barghi, Ali Hamed and Nimehchisalem, Vahid and Mohd Ali, Afida (2025) English language teachers’ speaking assessment beliefs and practices in Malaysian secondary schools. Journal of Language Teaching and Research, 16 (4). pp. 1129-1136. ISSN 1798-4769; eISSN: 2053-0684 https://jltr.academypublication.com/index.php/jltr/article/view/10468 10.17507/jltr.1604.08 |
| spellingShingle | Jamil, Nur Zaimah Barghi, Ali Hamed Nimehchisalem, Vahid Mohd Ali, Afida English language teachers’ speaking assessment beliefs and practices in Malaysian secondary schools |
| title | English language teachers’ speaking assessment beliefs and practices in Malaysian secondary schools |
| title_full | English language teachers’ speaking assessment beliefs and practices in Malaysian secondary schools |
| title_fullStr | English language teachers’ speaking assessment beliefs and practices in Malaysian secondary schools |
| title_full_unstemmed | English language teachers’ speaking assessment beliefs and practices in Malaysian secondary schools |
| title_short | English language teachers’ speaking assessment beliefs and practices in Malaysian secondary schools |
| title_sort | english language teachers’ speaking assessment beliefs and practices in malaysian secondary schools |
| url | http://psasir.upm.edu.my/id/eprint/120611/ http://psasir.upm.edu.my/id/eprint/120611/ http://psasir.upm.edu.my/id/eprint/120611/ http://psasir.upm.edu.my/id/eprint/120611/1/120611.pdf |