Exploring Teachers’ Practices in Designing Writing and Speaking English Language Tests at Iranian Junior High Schools

Document Type : Original Article

Authors

Department of English Language and Literature, Faculty of Languages and Literature, Yazd University, Yazd, Iran

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 the 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, the 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. The findings revealed a disconnection between curriculum goals and classroom assessment practices. The key challenges included large class sizes, insufficient training in CLT-oriented assessment design, limited access to teaching and testing resources, and time constraints. The 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; they should provide practical assessment models and rubrics aligned with communicative objectives

Keywords


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