Action research in the communicative language classroomusing alternative assesment techniques with efl secondary-school students
- Lucía Fraga Viñas 1
- María Bobadilla Pérez 1
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1
Universidade da Coruña
info
ISSN: 2386-9143
Year of publication: 2015
Issue: 15
Pages: 67-77
Type: Article
More publications in: Huarte de San Juan: Filología y Didáctica de la Lengua
Abstract
The Council of Europe, through the Common European Framework of Reference for Language, Teaching and Assessment (CEFRL), has been promoting communicative competence since 2001. This boost has introduced some changes in the teaching-learning process of English as a Foreign Language is Spain: the methodological use of the communicative approach in the classrooms, the practice of the four skills in the class, and the theoretical implications that Gardner’s Multiple Intelligences theory has in the planning and design of classroom activities. But, in spite of that, academic results are still not very remarkable and the rates of academic failure are not decreasing since English is still a challenging subject for many Secondary School students. In addition, test evaluation is still the predominant assessment method in most of the schools. The current case study intends to provide the educational community with some results obtained from the implementation of some alternative assessment and evaluation methods in an actual high-school in Spain.
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