Assessing English language speaking proficiency among Sudanese secondary schools’ studentsa comparative study between the government model and non- model secondary schools in Sudan

Abstract EN

This study aimed to explore and provide some evidence for the English language speaking proficiency level among the Sudanese secondary schools’ students and to trace the factors responsible for it.

The sample consisted of (n=100) girls, and boys students choose from four government model and non-model secondary schools, level three, in Omdurman city, KRT State, Sudan.

The study used the descriptive statistical analytical methods and employed the following tools: A speaking test that designed to assess the English language speaking proficiency among the students, an analytical scoring scale and an external assessor aimed to answer the study main question: To What extent do Sudanese Secondary Schools’ students speak the English language proficiently? The findings revealed that: the students at Non-Model schools showed limited vocabulary storage, grammatical mistakes, unable to expand on their responses, they were hesitant and brief, a little language produced with pronunciation slips and some of them completed their ideas using the mother tongue.

Their success rate was (44% to 0%).

When comparing the above results with the two government model schools students’ scores, it showed the highest and excellent speaking proficiency; the students were fluent and accurate in all the test’s components; their success rate (100% to 88%).

Accordingly, the researcher recommends the following: a) the educational administrators and curriculum designers in Sudan have to uncover the critical area in English language teaching and learning processes at the secondary levels.

b) Add up a separate English language speaking exam to the Sudanese elementary and secondary schools’ examination’s schedules.

c) Revise the decision of dividing schools to model and non-model, because this breads a negative effect among the students at non-model schools, besides the decision-makers denied the collaborative learning method.