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ANALYSIS OF THE DIFFICULTIES FACED BY TEACHERS IN ESL ASSESSMENTS AT THE UNIVERSITY LEVEL

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26 Pages : 325-333

http://dx.doi.org/10.31703/glr.2022(VII-I).26      10.31703/glr.2022(VII-I).26      Published : Mar 2022

Analysis of the Difficulties Faced by Teachers in ESL Assessments at the University Level

Abstract

    This research aims to study tertiary English language teachers’ experience and perspective of ESL assessment in a public sector university in Lahore. Being a core responsibility and of primary importance in the teaching and learning process, language assessment employs a variety of methods. This research gives an insight into the various difficulties and issues faced by teachers during an assessment. The objective of this research is to explore the hindrances faced by language teachers during the process of assessment. Following the interpretive approach, data were collected from twelve teachers teaching English at the undergraduate level through in-depth interviews. Teachers from a public sector university in Lahore were interviewed till a point of saturation was reached. The interviews of these twelve participants were later transcribed and coded and themes were extracted from them thereafter. The data analysis reveals that the obstacles teachers have to face during assessment can be removed from the system through the adoption of systematic policies. In this way, the best assessment practices according to teachers can be emphasized for the purpose of ESL assessment at the tertiary level. Many improvements can be brought into the whole system to make it better for all stakeholders.

    Language Assessment, ESL, Reliability, Washback

    (1) Ammara Iqbal
    Lecturer, Department of English Language and Literature, Lahore College for Women University, Lahore, Punjab, Pakistan.
    (2) Asma Shahid Kazi
    Assistant Professor, Department of Elementary and Teacher Education, Lahore College for Women University, Lahore, Punjab, Pakistan.
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Cite this article

APA

    APA : Iqbal, A., & Kazi, A. S. (2022). Analysis of the Difficulties Faced by Teachers in ESL Assessments at the University Level. Global Language Review, VII(I), 325-333. https://doi.org/10.31703/glr.2022(VII-I).26

CHICAGO

    CHICAGO : Iqbal, Ammara, and Asma Shahid Kazi. 2022. "Analysis of the Difficulties Faced by Teachers in ESL Assessments at the University Level." Global Language Review, VII (I): 325-333 doi: 10.31703/glr.2022(VII-I).26

HARVARD

    HARVARD : IQBAL, A. & KAZI, A. S. 2022. Analysis of the Difficulties Faced by Teachers in ESL Assessments at the University Level. Global Language Review, VII, 325-333.

MHRA

    MHRA : Iqbal, Ammara, and Asma Shahid Kazi. 2022. "Analysis of the Difficulties Faced by Teachers in ESL Assessments at the University Level." Global Language Review, VII: 325-333

MLA

    MLA : Iqbal, Ammara, and Asma Shahid Kazi. "Analysis of the Difficulties Faced by Teachers in ESL Assessments at the University Level." Global Language Review, VII.I (2022): 325-333 Print.

OXFORD

    OXFORD : Iqbal, Ammara and Kazi, Asma Shahid (2022), "Analysis of the Difficulties Faced by Teachers in ESL Assessments at the University Level", Global Language Review, VII (I), 325-333

TURABIAN

    TURABIAN : Iqbal, Ammara, and Asma Shahid Kazi. "Analysis of the Difficulties Faced by Teachers in ESL Assessments at the University Level." Global Language Review VII, no. I (2022): 325-333. https://doi.org/10.31703/glr.2022(VII-I).26