Saved in:
| Main Author: | |
|---|---|
| Format: | Recurso digital |
| Language: | |
| Published: |
Zenodo
2026
|
| Online Access: | https://doi.org/10.5281/zenodo.18283570 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- <p><span lang="EN-GB">This study, conducted at the University of Guyana, examined the effectiveness and perceived preference for oral versus written assessments in a Spanish literature course. Data were collected through online questionnaires administered to students and lecturers, structured interviews with lecturers, and an analysis of student performance records. The research aimed to identify which assessment method (oral, written, or a combination) was most effective in enhancing academic achievement and communicative competence. Findings showed that most students preferred oral assessments and supported a blended approach combining oral presentations with written exams. Lecturers likewise favoured oral assessments, considering them more appropriate for evaluating communicative skills. An analysis of mark sheets revealed consistently better student performance in oral assessments across all academic periods reviewed. The study recommends incorporating oral assessments into the curriculum to promote a more dynamic and effective evaluation model for foreign language instruction.</span></p>