IMPLICATIONS OF NON-ASSESSMENT OF THE SPEAKING AND LISTENING SKILLS IN THE BOTSWANA GENERAL CERTIFICATE OF SECONDARY EDUCATION (BGCSE) ENGLISH LANGUAGE EXAMINATIONS

Research output: Contribution to journalArticle

Abstract

Teaching English language revolves around the four language skills of speaking, listening, writing and reading.
Although the Botswana General Certificate School Examination (BGCSE) syllabus covers the above four skills, the
nature of the final examinations assesses reading and writing skills only. The study seeks to find out the reasons why
only two skills are assessed and to analyse the implications of non-assessment of the speaking and reading skills on
the students’ academic performance. Two qualitative research approaches were used. That is, the Questionnaire and
Interview. These methods sought the opinions of English language teachers in four (4) Senior Secondary Schools and
Botswana Examinations Council (BEC) officials respectively on the implications of non-assessment of the speaking
and listening skills in the BGSCE examinations. The findings reveal that non-assessment of these two skills make
teachers focus their attention on the reading and writing skills which are examined. They teach for examinations and
less emphasis is placed on the oral communication which builds confidence in the learners’ proficiency of the English
language. The study recommends that the four language skills should be assessed in the BGSCE final examinations
and suggests effective ways of teaching and examining the speaking and listening skills.
Original languageEnglish
Pages (from-to)107-119
JournalInternational Journal of Development and Sustainability
Volume7
Issue number1
Publication statusPublished - 2017

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