Exploring Students’ Perceptions towards Oral Presentations as a Form of Assessment: Case of Second Year EFL Students at Belhadj Bouchaib University

Abstract

Assessments can provide educators with information about students’ status and growth in desired competencies. This information can then be used with internal and external constituents for both accountability and improvement. As soon as, Oral presentations are seen within workplaces, classrooms and even at social events such as weddings. An oral presentation at university assesses the presenter’s ability to communicate relevant information effectively in an interesting and engaging manner. The present study aims at examining how EFL teachers and students feel about using oral presentations as a form of assessment. During the academic year 2022–2023, two questionnaires were given to professors and second-year license students in the English department at Belhadj Bouchaib University in order to test our hypothesis. Therefore, two issues were covered: (1) the attitudes of students and teachers toward classroom evaluation and whether it is essential to the ongoing learning process or not; and (2) the impact of employing oral presentations in the classroom as an assessing approach. The major subjects of this study were 60 students and 15 teachers. Positive engagement and intense attention have been shown by all participants. Following an analysis of their comments, it was discovered that while oral presentations enable students more to develop and improve their speaking abilities, they don't appear to be sufficient when it comes to evaluation to accurately reflect the students' actual proficiency. Therefore, in addition to the oral presentation, there should be another written review. Some suggestions were made in light of the findings to alert instructors and students to this problem