||Evaluating Benin EFL Learners Writing Composition during Final Exam
Hounhanou Arlette Joséline Viviane ,
||International Journal of Linguistics, Literature, and Culture
||Evaluating EFL learners in Benin, specifically, the case of the upper-sixth
grade requires a certain number of competencies. Writing is not an easy task
for learners particularly when they do not have the appropriate vocabulary.
The present article aims at analyzing the way students’ papers were
corrected; attention was focused on learners of the upper sixth grade during
the school year and their final exam period. The researcher establishes a
comparison between the two types of correcting learners ‘writing, how
students’ were evaluated, and how feedback was turned in class. The
evaluation took into account the writing composition only more specifically
how EFL teachers evaluate learners for the final exam, how did it occur in
class during the year and the conditions of these types of evaluation. A total
number of 59 EFL teachers took part in this study. Among them, 50 EFL
teachers were involved regarding the national exam and 09 other EFL
teachers participated in this study in their classroom and out of exam context.
The findings of this research indicate that there is a significant difference
between the way the correction is undertaken in class and during the final.
The results will then enable curriculum specialists in Benin to reexamine the
concept of evaluation and more importantly the feedback on writing in class,
and specifically for the national exam.
||Writing; Teacher; Evaluation; Composition;
||9 - 23