Malaysian English language teachers' knowledge, beliefs and practices in speaking assessment in the secondary school context

Language assessment is a crucial component of teaching and learning, serving as a bridge between pedagogical goals and student outcomes. Understanding teachers' knowledge, beliefs, and practices regarding speaking assessment is essential, as these factors significantly influence the quality and fairness of assessments, ultimately impacting student achievement. Despite its importance, research highlights substantial gaps in teachers’ assessment literacy, particularly in the context of speaking skills (Crusan et al., 2016; Arsaythamby, Rosidah, & Rozalina, 2016; Lam, 2019). In Malaysia, studies have reported that teachers exhibit low to average levels of assessment knowledge, beliefs, and practices (Fook & Sidhu, 2006; Majid, 2011; Rahman & Yamat, 2014; Mansor, Mohd & Roslan, 2019). Additionally, teachers face challenges with school-based assessments due to a limited understanding of curriculum changes, particularly regarding assessment implementation in classroom settings. While previous research has examined general language assessment practices, there remains a lack of empirical evidence addressing the specific challenges of assessing speaking skills. To address this gap, this study employed a mixed-methods research design using purposive sampling to collect data from 98 in-service English language teachers in Negeri Sembilan through a survey. Additionally, qualitative insights were gathered from interviews with four selected teachers based on their varied survey responses. Descriptive statistics were used to analyze teachers' knowledge, beliefs, and practices, while T-tests and ANOVA examined the impact of demographic factors such as teaching experience, training, qualifications, and class size. The findings revealed that teachers had inadequate knowledge of speaking assessment, particularly in areas such as ethical considerations, grading validation, and communication of assessment results. Furthermore, inconsistencies were observed in teachers’ beliefs and practices regarding the selection and administration of appropriate speaking assessment methods. Pearson correlation analysis indicated a moderate positive relationship between teachers’ beliefs and practices in speaking assessment, yet teachers' knowledge did not correlate with their beliefs and practices, suggesting a critical disconnect. Moreover, demographic factors such as teaching experience, training, and qualifications did not significantly impact teachers’ beliefs and practices, though experience and qualifications influenced their choice of assessment methods. Qualitative findings highlighted additional influencing factors, including school culture, changes in the education system, feedback mechanisms, and assessment formats. The study underscores the need for professional development programs to enhance teachers' assessment literacy, particularly in speaking assessments. By addressing the gaps between theoretical understanding and practical application, these programs could improve the quality and fairness of speaking assessments, ultimately enhancing student learning outcomes. Future research should further explore strategies for refining assessment practices and ensuring greater alignment between teachers’ knowledge, beliefs, and practices.

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