TEACHERS’ PROFICIENCY IN ENGLISH LANGUAGE ASSESSMENT AT AN ENGLISH-MEDIUM UNIVERSITY: IMPLICATIONS FOR ELT TRAINING IN PAKISTAN

Abstract

English is used as an official language in Pakistan and is considered to be a key to success and there is a clear gap in understanding the assessment knowledge and training requirements of Pakistani English teachers. This study's primary focus is on language assessment literacy (LAL) of English language instructors working in a multi-campus university where English is primary language of instruction. This study had 3 objectives: (1) to assess if English for Academic Purpose (EAP) teachers have required academic, professional credentials to develop and execute language assessments; (2) to identify obstacles as teachers faced in conducting language assessments within their institutional contexts; (3) gathering opinions of teachers about requirements for training connected to assessments. The research employed a combination of data collection methods includes the questionaries, semi-structured interviews & examination of curriculum documents of English language teaching (ELT). Findings revealed widespread deficiency in the language assessment literacy (LAL) training, issues arising due to oversized classes, and range of student skill levels, that affect language assessment strategies. Study concludes importance of necessary training to enhance the teachers' assessment capabilities that are vital for students' success in English medium instruction programs.