Department of English Language and Literature, Faculty of Languages and Literature, Yazd University, Yazd, Iran
10.22034/jsllt.2026.23994.1103
Abstract
Despite curriculum reforms aimed at fostering communicative competence in English education, the implementation of communicative assessment practices remains a challenge in Iranian junior high schools. To explore this issue, this study investigated how EFL teachers design writing and speaking assessments in line with the goals of the Prospect series, introduced in 2013 as part of Iran’s national English curriculum. Addressing a critical gap in existing research, the study examined EFL teachers’ practices and challenges in aligning their tests with communicative language teaching (CLT) principles using an explanatory sequential mixed methods design. In the quantitative phase, data were collected from 100 junior high school English teachers through a structured questionnaire. In the qualitative phase, 10 experienced EFL teachers were chosen through purposive sampling for in-depth semi-structured interviews. Findings revealed a disconnect between curriculum goals and classroom assessment practices. Key challenges included large class sizes, insufficient training in CLT-oriented assessment design, limited access to teaching and testing resources, and time constraints. Teachers also expressed a strong need for focused professional development tailored to writing and speaking test design. The study offers implications for policymakers and curriculum developers in providing practical assessment models and rubrics aligned with communicative objectives.
Foroozan, F. and Rezai, M. J. (2026). Exploring Teachers’ Practices in Designing Writing and Speaking English Language Tests Across Iranian Junior High Schools. Journal of Studies in Language Learning and Teaching, (), -. doi: 10.22034/jsllt.2026.23994.1103
MLA
Foroozan, F. , and Rezai, M. J. . "Exploring Teachers’ Practices in Designing Writing and Speaking English Language Tests Across Iranian Junior High Schools", Journal of Studies in Language Learning and Teaching, , , 2026, -. doi: 10.22034/jsllt.2026.23994.1103
HARVARD
Foroozan, F., Rezai, M. J. (2026). 'Exploring Teachers’ Practices in Designing Writing and Speaking English Language Tests Across Iranian Junior High Schools', Journal of Studies in Language Learning and Teaching, (), pp. -. doi: 10.22034/jsllt.2026.23994.1103
CHICAGO
F. Foroozan and M. J. Rezai, "Exploring Teachers’ Practices in Designing Writing and Speaking English Language Tests Across Iranian Junior High Schools," Journal of Studies in Language Learning and Teaching, (2026): -, doi: 10.22034/jsllt.2026.23994.1103
VANCOUVER
Foroozan, F., Rezai, M. J. Exploring Teachers’ Practices in Designing Writing and Speaking English Language Tests Across Iranian Junior High Schools. Journal of Studies in Language Learning and Teaching, 2026; (): -. doi: 10.22034/jsllt.2026.23994.1103
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