The Use of Classroom-Based Assessment Techniques in English Language Teaching

Techno-pedagogical Education in Teaching of English Speaking Skills: A Needs Analysis Study

The aim of this study is to conduct a needs analysis in order to develop a techno-pedagogical-based design for English speaking skills courses. The study was conducted using qualitative research methods and a basic qualitative research design. Semi-structured individual interviews were conducted with 13 students from Civil Aviation Cabin Services programme at a state university in Turkey and the data were analysed using content analysis techniques. The findings show that exam- and grammar-focused teaching negatively affects English speaking practice; students experience difficulties with accent, vocabulary, fluency and pronunciation; and lack of self-confidence, fear of making mistakes and nervousness negatively affect the process. Students expect a communicative, student-centred lesson design based on interests and needs, supported by professional and current content and including discussion, role-playing, game-based and collaborative activities. In the assessment process, performance, process and participation-based approaches and flexible applications such as video-based assignments are preferred. Participants reported positive perceptions regarding the use of technology; they state that online courses, mobile applications, social media and audiovisual materials increase exposure by providing time and space flexibility and support pronunciation, listening and speaking skills. The results show that techno-pedagogical education is necessary for effective and sustainable learning in speaking classes and that needs analysis should be central to curriculum development processes.

Investigating EFL Students' Perceptions of the Effectiveness of Performance-Based Assessment in English Language Learning at Takhar University

Performance-based assessment has become popular in the English language classes as an alternative to traditional paper-based tests. It provides learners to have chances of showing how much they know about certain concepts by performing presentations, role plays, portfolio and classroom performance. This paper seeks to investigate the perceptions of EFL learners of the effectiveness of performance-based assessment in the English language learning at Takhar University. In this study, quantitative research design was used, and data were collected through a questionnaire distributed to undergraduate students in the English Department. A simple random sample technique was used to collect data from 52 students (13 from each academic level). The questionnaire included several Likert-scale items, and data were analyzed using descriptive statistics. The results obtained show that there is a positive perception towards performance-based assessment among the participants. Learners perceived that performance-based assessment increased their motivation, active participation, collaboration, improved their language skills and increased their sense of responsibility towards learning. The results further revealed that learners find performance-based assessment to be more effective and authentic compared to other conventional forms of assessment. The findings suggest that performance-based assessment is an important part of the English language learning process in EFL classes. The findings may provide useful insights for language teachers, curriculum developers, and educational institutions seeking to improve assessment practices in higher education.

Teaching technical university subjects in english to mixed-language student classroom

This study examined the authors' experiences with teaching technical material in English to international students using mixed-language classrooms. The authors have identified both effective and ineffective ways of teaching these types of courses. Through systematic classroom observation and analysis, the authors identified what students had learned from each course taught entirely in English. In response to the complexities of implementing English Medium Instruction (EMI) in multiple languages and at multiple levels of academic studies, this longitudinal study tested and evaluated the use of the Language Responsive Delivery Model (LRDM). This model was used throughout all undergraduate and postgraduate Construction Management classes in four countries: the Czech Republic, New Zealand, Turkey, and the USA. Based on an Action Research methodology, the LRDM has three components of iterative phases as follows: prior to class delivery of the instructional materials including preliminary language assessments and a list of technical vocabulary terms; during class delivery using the "pause – paraphrase – probe" method and collecting data by minute-paper evaluations; and after class delivery, assessing learning outcomes through multimodal formats. This study explored how students with various levels of language proficiency affect their ability to comprehend instruction. Due to the differences in reading abilities among students, the authors found that traditional written exams were subject to biases related to reading literacy. The results indicated that using verbal testing and developing well-crafted rubrics for evaluating student performance provided a more equitable way of assessing a student's technical knowledge rather than their ability to communicate in English. The authors also outlined common pedagogical obstacles experienced by educators and suggested scalable approaches for universities. Lastly, the authors synthesized possible developmentally oriented directions and emerging trends that may enhance the model's long-term viability globally in engineering education such as integrating generative AI, large language models, micro-credential systems, and immersive digital twin labs. Received:                                             08.02.2026 Received in revised form:                  09.06.2026 Accepted:                                            08.07.2026

Examining teachers’ views on the applicability of cooperative learning in the 9th-grade English curriculum

This study investigates English teachers’ views on the applicability of the cooperative learning approach in the 9th-grade English curriculum, responding to the need for further research on its implementation at the secondary education level. The study was conducted with 132 English teachers working in five central districts of Antalya during the 2024–2025 academic year. This study was conducted using a descriptive survey model and represents a quantitative study supported by qualitative data. Quantitative data were collected through a scale developed to determine teachers’ views and were analyzed using descriptive statistics and independent samples t-tests. To support and enrich the quantitative results, qualitative data obtained from an open-ended question were analyzed using deductive content analysis. The results indicate that teachers rated the applicability of cooperative learning above average across all sub-dimensions (skills, learning domains, activities, interdisciplinary integration, and assessment and evaluation). Female teachers reported significantly higher scores than male teachers in the dimensions of skills, learning domains, and assessment and evaluation, whereas no significant differences were found in the dimensions of activities and interdisciplinary integration. Professional experience was found to influence applicability in certain dimensions, with less experienced teachers reporting higher scores. The effect of in-service training was found to be limited, while regular engagement with English language teaching publications was associated only with the learning domains dimension. However, effect sizes for demographic variables were generally small. Qualitative results revealed that cooperative learning offers notable strengths in terms of social interaction, peer learning, and the development of language skills. Nevertheless, factors such as content overload, time constraints, crowded classrooms, and misalignment in assessment practices were identified as key constraints limiting its effective implementation.

Enhancement of English Oral Production in Eighth-Grade Students by Implementing Cooperative Strategies

English teachers' views on gamification in the upper secondary school English language curriculum (grades 9-12): an analysis

This study aims to determine the perceptions and practices of upper secondary school English teachers regarding gamification activities in the curriculum. In this context, teachers' perspectives on the concept of gamification, the adequacy of the program, the methods of its application in lessons, and the problems they encounter in the process have been examined. In addition, the types of learning outcomes related to the method, the tools and materials used, student evaluation processes, and stakeholder responses have also been included in the research. Designed using a phenomenological design from qualitative research methods, data were collected through semi-structured interviews with 20 teachers and analyzed using content analysis. Participants define gamification not merely as an element of entertainment, but as a multi-dimensional and strategic pedagogical approach; however, they find the activities in the program insufficient in terms of quality, time management, and guidance. Teachers' general perception of gamification is quite positive, with intensive use of digital tools such as Kahoot and Quizizz in applications, and printed materials are also preferred to increase vocabulary retention. The fact that teachers can develop low-cost designs despite infrastructure and time constraints shows that the essence of gamification lies not in technology but in mechanics compatible with pedagogical goals. Gamification is mostly used in the acquisition of speaking skills and vocabulary teaching; It plays a critical role in reducing the fear of making mistakes. The vast majority of teachers utilize gamification as a formative assessment tool, and student responses are shaped around high affective commitment, cooperation, and a desire for sustainability. While parents exhibit a positive approach based on children's happiness, resistance and indifference have also been observed due to traditional concerns. It was determined that the views of administrators and other teachers regarding gamification differ. The results reveal that updating the program, improving the infrastructure, and raising awareness among stakeholders are necessary for the effective use of gamification's potential.