Authors :
SIDI YOUSSEF EL BAGHDADI; YOUSSEF EL OUIDANI
Volume/Issue :
Volume 7 - 2022, Issue 11 - November
Google Scholar :
https://bit.ly/3IIfn9N
DOI :
https://doi.org/10.5281/zenodo.7435177
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
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
