Testing in English Language Teaching and its Significance in EFL Contexts: A Theoretical Perspective

Sayyed Rashid Ali, Hussain Ahmad and Arshad Ali Khan
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Sayyed Rashid Ali: Assistant Professor, Faculty of Languages & Translation, King Khalid University, Abha, Saudi Arabia.
Hussain Ahmad: Lecturer,English Language Institute, King Abdul- Aziz University, Jeddah, Saudi Arabia.
Arshad Ali Khan: Assistant Professor, Department of Linguistics and Communication,Lahore, Punjab, Pakistan.

Global Regional Review, 2019, vol. 4, issue 2, 254-262

Abstract: This conceptual paper reviews literature on the most common practices of language tests in ELT contexts around the world. The detailed discussion of various types of language tests is followed by its various aims and objectives which are linked to the qualities or characteristics of different language tests. The review of the literature reveals that language tests and its purposes vary from context to context and there is a wide range of practical constraints that test designers, test-takers, and test administrators encounter. Particularly, in the Saudi EFL context, EFL teachers lack a voice in the process of language assessment and there is a serious dearth of professional development training to raise EFL teachers awareness of language tests and develop their assessment literacy. The review of the literature suggests that in various EFL/ESL contexts, more top-notch assessment methods need to be introduced and in the Saudi setting.

Keywords: Assessment; EFL context; ESL teachers; Student proficiency; Language tests. (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:aaw:grrjrn:v:4:y:2019:i:2:p:254-262

DOI: 10.31703/grr.2019(IV-II).27

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