The main purpose of this research is to study and evaluate the assessment of English speaking skills as a basic pedagogical process of language education.

The research uses a mixed method approach using qualitative and quantitative research methods. A literature review, classroom observations, and interviews with language teachers were conducted to gather insights into current assessment practices.

The study showed that formative and summative assessment are important for proper assessment of students' English speaking skills. However, challenges such as subjectivity, time constraints, and environmental factors may affect the results.

Assessment of English speaking skills is an important but complex pedagogical process that requires careful consideration of both methodology and criteria. The study highlights the importance of adopting diverse and flexible assessment strategies to ensure fairness and accuracy in assessment.

English speaking, language assessment, pedagogical process

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