Teachers’ Conceptions of Assessment in an ESP Context

  • Yosra NaimiEmail author
Part of the Second Language Learning and Teaching book series (SLLT)


This study is an attempt to investigate the field of ESP testing, determine its teachers’ conceptions of assessment and find out the extent to which those conceptions correspond to classroom practices. It was carried out on a sample of 150 ESP teachers from different universities and institutes in Tunisia. Data were collected using a questionnaire, interview and test scores. Data analysis demonstrated that teachers have positive attitudes towards assessment. They maintained that testing plays an important role in both language learning and teaching and provides information about the efficacy of materials and teaching methodologies. Results of this study further show that testing has a major influence on the different aspects associated with the curriculum: Lessons’ content, classroom materials since teachers make use of parallel forms and test-related materials. Teachers’ understanding of the notion of washback effect was further confirmed by tests ‘scores as well as their classroom practices; yet it is rather recommended that other studies would be carried out in the same environment because of the lack of local sources and studies on the status of ESP.


Teachers’ perceptions Washback Teaching materials Teaching methodologies Curriculum Teaching outcomes Teaching practices 


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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.Department of EnglishThe University of Letters, Arts and Humanities of ManoubaTunisTunisia

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