Topical issues of language training
in the globalized world
391
example, low-level students can find one missed letter in the word, while high-
achievers can find out the words from scrambled letters. Research conducted by
Tomlinson in 2001 emphasizes the benefits of differentiated instruction for diverse
learners, including young children, by promoting individualized learning
experiences and improving academic performance. (5)
To conclude, the professional and pedagogical competence of EFL
teachers is important to building a successful career and helping their students
achieve high language proficiency, better engagement, and creating a positive
learning environment. It prevents EFL teachers from getting burned out and
demotivated in the process of teaching. Using creative teaching methods such as
differentiated approach and effective classroom management strategies helps
teachers cope with challenges in pre-school English teaching process and provides
great results both for students and the teacher.
References
1.
Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving Young
Children's Social and Emotional Competence: A Randomized Trial of the Preschool "PATHS"
Curriculum. The Journal of Primary Prevention, 28(2), 67-91.
2.
Husein, H. R. (2014). The Role of Teacher Competence in the Teaching of English as a
Foreign Language (EFL) in Indonesia. Journal of Education and Practice, 5(20), 126-132.
3.
Lungu, E. (2015). The Importance of Teacher’s Professional Competence in English
Language Teaching. Procedia - Social and Behavioral Sciences, 180, 1405-1412.
4.
Richards, J. C. (2010). Competence and Performance in Language Teaching. In H.
Byrnes (Ed.), Advanced Language Learning: The Contribution of Halliday and Vygotsky (pp.
44-60). Continuum.
5.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms
(2nd ed.). ASCD.
6.
Wulandari, S. E., Sudarwati, E., & Novitasari, D. (2020). Developing Professional
Competence in English Teaching for Elementary School Teachers. Journal of Research &
Method in Education, 10(2), 7-15.
ASSESSMENT TECHNOLOGY OF SPEAKING SKILLS BASED ON A
COMMUNICATIVE APPROACH
Xudoyberganova Dildora
student of Uzbek State World Languages University
Topical issues of language training
in the globalized world
392
Abstract
The Communicative Approach, developed over fifty years ago, emphasizes interaction as its
primary goal. However, in Uzbekistan, appropriate speaking assessments aligned with this approach
are often lacking in high schools. Effective speaking assessments should align with the
Communicative Approach's goals to yield solid results. Peer assessment is recommended as a
valuable method for enhancing speaking skills, offering authentic communication, collaboration, and
self-reflection opportunities. Peer assessment fosters a learner-centered environment, encouraging
proficiency in real-world contexts. By integrating diverse speaking assessments, learners can develop
crucial skills like fluency, accuracy, and sociolinguistic appropriateness.
Keywords:
Communicative Approach, Speaking Assessment, Peer Assessment, Fluency,
Accuracy, Pronunciation, Learner-Centered Environment
Communicative approach was created and formed more than a half century ago,
however there are lackings in the terms of applying suitable speaking assessments that
suits ultimate goal which is interaction of Communicative approach. Especially, in
Uzbekistan this approach and speaking assessment in high schools are not used or not
implemented appropriately. As the main purpose in this approach is interaction,
assessment technology of speaking skills should also meet goal of Communicative
approach for effective and solid results. Researcher recommends applying peer
assessment of speaking skills in communicative approach as peer assessment serves as
a valuable assessment technology for enhancing speaking skills within the
communicative approach. By providing opportunities for authentic communication,
collaboration, and self-reflection, peer assessment empowers students to become
proficient communicators in real-world contexts.
Nunan (2003) defines speaking as a productive skill that involves articulating
verbal meanings orally. It encompasses the ability to convey feelings, ideas, and
information through words or sentences. To speak effectively, learners must possess
knowledge of English sound, structure, vocabulary, and cultural systems. Speaking
skills encompass four main aspects: fluency and accuracy being two key elements.
Fluency, a crucial aspect of language performance, is often vaguely defined but
holds significant importance in connecting people across different regions and cultures.
Brown and Lee (2015) note the increasing use of English as a tool for interaction among
Topical issues of language training
in the globalized world
393
nonnative speakers. The study of spoken fluency in English as a foreign language
(EFL) has gained momentum in recent years, with researchers focusing on its
connection with communicative ability and learner proficiency. Skehan (2003)
identifies three key aspects of fluency: speed, breakdown, and repair.
Speed in speaking refers to the rate at which speech is produced, measured in words
per minute or syllables per second. Breakdowns in fluency occur due to interruptions
or disruptions in communication, such as hesitations and pauses, which signal
uncertainty or difficulty in formulating thoughts. Repair strategies, including self-
correction, are employed to address these breakdowns and restore fluency.
Pronunciation is another vital aspect of speaking, as learners with good
pronunciation are more likely to be understood despite errors in other areas. Incorrect
pronunciation can lead to misunderstandings and hinder effective communication.
While English exhibits variations in pronunciation across different regions, learners
should strive to acquire standard pronunciation, such as Received Pronunciation, to
improve their communication skills.
English is widely spoken as both a first and second language, with variations in
pronunciation observed globally. Despite these variations, acquiring correct
pronunciation is essential for effective communication in English-speaking contexts.
Given the wide variation in pronunciation and accent, adherence to a standard is
crucial. One such standard accent is Received Pronunciation, which holds social
prestige.
The Communicative Approach
in language education prioritizes real-life
communication and interaction as the primary goal. Unlike traditional methods
focusing on grammar and vocabulary memorization, this approach emphasizes the
development of learners' communicative competence. Key features include a focus on
communication, authentic language use, meaningful contexts, interactive learning,
task-based activities, error correction, and cultural awareness. Through these
principles, learners acquire the ability to communicate effectively in diverse social and
cultural settings.
Topical issues of language training
in the globalized world
394
tor understands the student.
In a communicative approach to language learning, various types of speaking
assessments play a pivotal role in evaluating learners' linguistic proficiency and
communicative competence. These assessments, such as presentations, role-plays,
interviews, and discussions, not only gauge learners' ability to produce language but
also assess their capacity to convey meaning effectively in real-life situations. By
engaging in these assessments, learners actively participate in authentic
communication, enabling them to develop crucial skills like fluency, accuracy, and
sociolinguistic appropriateness. Moreover, these assessments foster a learner-centered
environment, encouraging learners to take ownership of their language learning
journey and promoting meaningful interaction both inside and outside the classroom.
Therefore, incorporating diverse types of speaking assessments is essential in the
communicative approach as they not only evaluate learners' progress but also serve as
powerful tools for enhancing their communicative abilities.
Peer assessment.
According to Topping (1998), peer assessment involves learners
taking on the role of assessors, providing feedback based on their observations and
experiences. This participatory approach to assessment fosters a sense of ownership
and responsibility among learners for their own learning and development. The use of
peer assessment in education dates back to the latter half of the 20th century when
educators began to explore alternative assessment approaches that promote learner
autonomy, engagement, and reflective practice. As the field of education continues to
evolve, peer assessment remains a valuable and widely used method for promoting
active learner engagement, collaboration, and peer learning in various educational
contexts. Asso
ciated terms are “peer feedback” or “peer review” or “peer response”,
but these do not mean quite the same thing. An early definition of peer assessment was
“an arrangement for learners to consider and specify the level, value, or quality of a
product or performance of other equal-
status learners” (O’Donnell & Topping, 1998).
Products to be assessed could include writing, oral presentations, portfolios, test
performance, or other skilled behaviors.
Topical issues of language training
in the globalized world
395
Alternative assessment perspectives underscore the profound effects of evaluation
methods on student learning. Engaging students in self-assessment and peer assessment
fosters active participation and enhances learning outcomes (Boud & Falchikov, 2006).
Tillema, Leenknecht, and Segers (2011) considered specific quality criteria relevant to
peer assessment, highlighting its potential for authenticity and future learning
applicability.
Research by Sung et al. (2005) indicated that students' peer assessments aligned
with teachers' evaluations, and the quality of students' work on new websites improved
after peer assessment activities. Similarly, Tseng and Tsai (2007) observed significant
enhancements in projects among 184 tenth-grade students following successive rounds
of peer assessment in a computer course. However, certain types of peer feedback, such
as reinforcing and suggestive feedback, positively impacted project development,
while didactic and corrective feedback showed negative correlations with student
achievement.
Advocates of peer assessment draw on various theoretical perspectives, as
outlined by Topping (2013), which contribute to its effectiveness. These perspectives
encompass factors like organization, cognitive conflict, feedback, and self-regulation,
emphasizing learners' autonomy and intrinsic motivation. Peer assessment benefits
include empowerment, as learners take charge of their own learning and develop
assertiveness through feedback exchange. Additionally, feedback fosters self-directed
learning skills when received with a positive mindset and mindfulness. Furthermore,
peer assessment cultivates a sense of accountability, promoting self-reflection,
understanding of others, and the ability to recognize errors and devise strategies for
improvement.
Alternative assessment approaches underscore the influence of evaluation
methods on student learning. Involving students in self-assessment and peer
assessment promotes active participation and enhances learning outcomes (Boud &
Falchikov, 2006). Tillema, Leenknecht, and Segers (2011) found that peer assessment,
Topical issues of language training
in the globalized world
396
when aligned with educational criteria and involving student participation, offers
benefits in authenticity and future learning applicability.
In conclusion, peer assessment serves as a valuable assessment technology for
enhancing speaking skills within the communicative approach. By providing
opportunities for authentic communication, collaboration, and self-reflection, peer
assessment empowers students to become proficient communicators in real-world
contexts.
References
1. Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language
Pedagogy. (4th ed.). Pearson.
2. Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment &
Evaluation in Higher Education, 31(4), 399-413.
3. Nunan, D. (2003). The impact of English as a global language on educational policies and practices
in the Asia-Pacific region. TESOL Quarterly, 37(4), 589-613.
4. O’Donnell, A.M., & Topping, K.J. (1998). Peers assessing peers: Possibilities and problems. In
Topping, K. & Ehly, S., Peer-assisted learning (pp. 255
–
278). Mahwah, NJ: Lawrence Erlbaum.
5. Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1-14.
6. Sung, Y.T., Chang, K.E., Chang, T.H., & Yu, W.C. (2010). How many heads are better than one?
The reliability and validity of teenagers' self and peer assessments. Journal of Adolescence, 33(1),
135
–
145.
7. Topping, K.J. (2009). Peer assessment. Theory into Practice, 48(1), 20
–
27 (themed issue on
classroom assessment). Also in K. Cauley & G Panaozzo (Eds.), Annual Editions: Educational
Psychology 11/12. New York, NY: McGraw-Hill.
8. Topping, K.J. (2018). Using peer assessment to inspire reflection and discussion. Student
assessment for educators series. (Edn. J.H. MacMillan). London, UK: Routledge
9. Tillema, H. H., Leenknecht, M. J. A., & Segers, M. S. R. (2011). Portfolios as a tool to stimulate
teachers' professional development. Professional Development in Education, 37(5), 659-677.
10. Tseng, J. C. R., & Tsai, C. C. (2007). College students' conceptions of and approaches to learning
in science: A phenomenographic analysis. International Journal of Science Education, 29(4), 489-
506.
