Assessing speaking proficiency of English teachers through self-assessment test: East Wollega zone in focus

Abstract

This study addresses the significant role of English speaking proficiency in the teaching-learning process, particularly considering the questionable speaking abilities of English teachers. The research aims to assess the speaking proficiency of English teachers in the East Wollega Zone. Employing a convergent parallel mixed design, blending quantitative and qualitative data methods, self-assessment tests, and classroom observations were utilized for data collection, and 101 participants for self-assessment and 15 respondents for classroom observations were selected using simple random sampling method. Findings indicate a prevalent trend of low speaking proficiency among English teachers, supported by both self-assessment data (mean= 2.3, standard deviation= 0.62) and classroom observation records. While gender did not significantly influence self-assessment scores, significant differences were noted among education qualification levels and teaching experience groups. Multiple regression analysis revealed a moderate association (R2= 44.1%) between independent and dependent variables. The study concludes with implications underscoring the urgent need to enhance English teachers’ speaking competency, particularly in first-cycle primary schools in the East Wollega Zone, emphasizing the potential to elevate the quality of the teaching-learning process and improve students' language acquisition and overall educational outcomes.

Keywords

• English teachers
• self-assessment
• speaking proficiency