An Analysis of Speaking Skill Assessment Activities in Contemporary English Language Teaching

Abstract

This study analyzes the methods used by English teachers in assessing speaking skills in current blended and digital learning environments. The focus is on the variety of speaking assessment strategies adapted to suit post-pandemic educational settings, including both face-to-face and online learning models. Using a descriptive qualitative approach, data were collected through structured interviews with ten secondary school English teachers. The findings highlight the integration of technology in speaking assessments, the challenges faced, and the benefits experienced by teachers. This study aims to provide insights into effective speaking assessment practices suitable for modern classrooms.