The impact of high-stake English examination saystem of Bangladesh on students' oral English skills: a qualitative study

Abstract

This study examines the high-stake English examination system of Bangladesh and its impact on students’ oral English skills. Every year a lot of students in Bangladesh participate in high-stake exams such as S.S.C, H.S.C and other admission tests. The test result of these exams plays a significant role in students’ subsequent life. In these examinations, almost all cases, students reading and writing skills are assessed. However, there is no provision to assess students’ oral English skills. Therefore, oral skills are neglected in the classroom both by the teachers and students so that they could focus more on what is important for the examinations. A few researches in Bangladesh context explored the drawbacks of the examination system and the negative washback these exam exert. This qualitative study, based on the students’ and teacher’s voices, explored the impact of these exams on students’ oral English development. The selective participants of this study are from higher secondary level and university level students. The researcher has collected data through interviews and class observation. The data were then analysed thematically. The conclusion drawn from the findings shed light upon the wide mismatch between the curriculum and the testing system, the non-existence of English-speaking environment, learners’ misconception about oral skill learning, prevalent use of old teaching methods, lack of assessment literacy among teachers and the impact these tests exert on students’ oral skill development. The study will have impact on numerous aspects including curriculum development, policy, teacher development, and further research.