Reconsidering Multiple-Choice Items for Speaking Assessment: Evidence from Libyan Secondary Schools

الملخص

Speaking is a critical skill in English language learning. To be proficient speaker devoted time and effort in addition to practical use of language in real-life situations is required. In order to follow learners’ improvement in speaking, a precise assessment tool of speaking skills must be utilized. However, in the context of Libyan secondary schools, speaking achievement tests rely on the use of multiple-choice (MCIs) formats as an assessment tool. MCIs have been a dominant format in testing due to their efficiency, reliability, and ease of scoring for testing different skills. Yet, when it comes to speaking, the validity of this format is criticized as means of evaluating actual speaking abilities. This study examined the validity of using multiple-choice items to assess speaking proficiency of Libyan secondary school students. A mixed method study was conducted. Three instruments were used for collecting the data: (analysis of speaking achievement test samples, a questionnaire, and an oral test administered to secondary school students). The findings of the study revealed that multiple-choice tests do not provide a valid assessment of Libyan secondary school speaking proficiency as they fail to capture the essential aspects of oral communication such as fluency, pronunciation, and interactive ability.