English proficiency tests in assessing university students speaking skills

Abstract

This research investigated the impact of English proficiency tests on assessing university students' speaking skills. The study aimed to understand the perceptions of both teachers and students regarding the effectiveness and challenges of these assessments. Qualitative methodology was employed, utilizing one-on-one interviews with five teachers experienced in preparing students for international examinations and eight students who had taken these tests. The results indicated that both groups recognized the value of English proficiency tests as essential tools for evaluating language skills. However, they also highlighted significant challenges, particularly in the speaking component, which was often considered as the most difficult due to factors such as time pressure, test anxiety, and limited practice opportunities. The findings emphasized the necessity of incorporating regular speaking practice and real-world simulations into the curriculum to enhance students' speaking abilities. The study concluded that while English proficiency tests are crucial for academic and professional success, effective preparation strategies are essential to help students overcome the challenges associated with these assessments. Recommendations for improving English language teaching and assessment practices in universities were provided, focusing on the integration of speaking tasks and the use of technology to facilitate learning.