Author(s)

Nur Ashikin Norhasim, Maslawati Mohamad^*

Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia.

Oral proficiency is one of the most fundamental skills yet challenging to acquire. Although numerous initiatives and measures have been taken by the Malaysian education authorities in moving towards the cultivation of learners’ authentic English communication competency including the implementation of the new classroom-based language assessment through communicative language teaching, Malaysian students still struggle in obtaining the minimum requirement for speaking skill in the established language proficiency tests. In accordance to that, this paper provides a literature review on 1) the challenges faced by teachers related to classroom-based assessment for oral proficiency and 2) past studies on language assessment literacy among Malaysian ESL teachers. Some of the challenges may due to the dependency on summative and standardised tests, difficulties in assessing oral proficiency, ineffective courses and trainings on formative language assessment and the low level of language assessment literacy on formative language assessment among Malaysian ESL teachers. By understanding the limitations encountered by the Malaysian ESL teachers in assessing oral proficiency, education authorities as well as educators may work together in finding the solution.

Classroom-Based Assessment (CBA), Oral Proficiency, Language Assessment Literacy, English as a Second Language (ESL)

Norhasim, N. and Mohamad, M. (2020) Teachers’ Challenges on the Implementation of Classroom-Based Assessment for Oral Proficiency: A Literature Review. Creative Education, 11, 1922-1929. doi: 10.4236/ce.2020.1110140.