The use of alternative assessment in order to improve high school students’ levels of confidence and active participation in spoken activities and help with the development of the oral competence in the EFL classroom in a public school.

Abstract

This study addressed the challenges faced by tenth-grade students in a Colombian educational institution regarding English language learning. Traditional assessment methods were criticized for their limited ability to foster students' oral competence and confidence, as well as their failure to engage students in the language acquisition process and promote critical thinking skills. To address these issues, the study proposed alternative assessment methods aligned with constructivist learning principles, incorporating oral activities, games, and didactics to enhance students' confidence and speaking abilities. The research aimed to create a supportive and engaging learning environment that promotes student participation and confidence-building, with a focus on teacher training, differentiated assessment, authentic contexts, technology integration, and peer collaboration. By implementing these recommendations, it was hoped that students would feel more empowered and motivated to participate in oral English activities, leading to improved language skills and overall communicative competence. The results of the study contribute to understanding effective assessment strategies that can benefit educational institutions seeking improved language learning outcomes.