Teachers’ Perceptions of Continuous Assessment in Enhancing English Speaking Skills of Basic Level

Abstract

The study entitled Teachers’ Perceptions of Continuous Assessment in Enhancing English Speaking Skills of Basic Level. This study explored how English teachers perceive the role of the Continuous Assessment System (CAS) in improving the speaking skills of basic-level students in Nepal. Despite CAS being introduced to support ongoing and comprehensive evaluation, its real impact on developing English speaking skills has been unclear. The study aimed to understand teachers' views on CAS, how they use different CAS techniques to support speaking skills, and to suggest ways to improve its use in classrooms. A descriptive survey design was used, involving 40 English teachers from 15 public schools in Tanahun district. Data were collected through a set of questionnaires and interview guideline. The results showed that most teachers believe CAS is helpful for students become more confident, motivated, and active in speaking. They used activities like oral presentations, role-plays, peer-assessment, and self-assessment to teach speaking skills. However, challenges such as large class sizes, lack of training, limited resources, and curriculum gaps made CAS difficult to apply effectively. This study comprises five chapters. The first chapter gives an introduction to the study, including background, statement of the problem, objectives, research questions, significance of the study, Delimitations, and definitions of key terms. The second chapter reviews related theories and previous research works and presents a conceptual framework. The third chapter explains the research design, population, sample of the study, data sources, tools, data collection and analysis methods, and ethical considerations. The fourth chapter presents the results and their interpretation. The fifth chapter includes the findings, conclusions, and recommendations for improvement. The final part includes references and appendices.