DOI:
https://doi.org/10.14483/22487085.23179Published:
2026-03-16Issue:
Vol. 28 No. 1 (2026): CALJ: january-juneSection:
Research ArticlesExploring Teacher’s Cognition and Practices of Testing Speaking in Colombian Universities
Explorando la cognición y las prácticas para evaluar la habilidad de habla de los docentes en las universidades colombianas
Keywords:
Experiences, Language Testing, Speaking, Opinions, Knowledge (en).Keywords:
conocimientos, experiencias, habilidad de habla, opiniones, prueba (es).Downloads
Abstract (en)
This study examines Colombian English teachers’ knowledge, experiences, and views regarding speaking assessments. Semi-structured interviews were conducted with Colombian teachers, some of whom also shared classroom assessment samples. Thematic analysis was used for the interviews, and content analysis was applied to the assessment materials. Findings revealed a clear link between teachers’ perceptions of testing and their approach to presenting it to students. Furthermore, a correlation exists between their knowledge and experience in designing, administering, and evaluating speaking tests. Lastly, there is evidence of teachers’ awareness of the issues surrounding these testing practices. The shared concern about the effectiveness of current practices, along with the expressed need for further training, underscore the importance of developing targeted professional development programs to better prepare teachers in this area.
Abstract (es)
Este estudio examina los conocimientos, experiencias y percepciones de los docentes colombianos de inglés en relación con la evaluación de la habilidad de habla. Se llevaron a cabo entrevistas semiestructuradas con profesores colombianos, algunos de los cuales también compartieron muestras de evaluaciones utilizadas en el aula. Para el análisis de las entrevistas, se empleó un análisis temático, mientras que las muestras de evaluación se examinaron mediante el análisis de contenido. Los hallazgos revelaron una relación clara entre las percepciones de los docentes sobre la evaluación y la manera en que la presentan a los estudiantes. Así mismo, se identificó una correlación entre sus conocimientos y experiencias en el diseño, aplicación y evaluación de pruebas orales. Finalmente, se evidenció que los docentes eran conscientes respecto a los desafíos asociados con estas prácticas evaluativas. La preocupación compartida sobre la efectividad de las prácticas actuales, junto con la necesidad expresada de recibir mayor formación, subrayan la importancia de desarrollar programas de desarrollo profesional específicos que fortalezcan las competencias docentes en esta área.
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