The Perceptions of Private School Saudi EFL Primary and Early Years Teachers on Language Assessments: An Exploratory Study

Abstract

The perceptions of EFL teachers in early year and primary private schools have been underrepresented in Saudi Arabian context, more so in language assessments. This exploratory research examines the perceptions of five private school teachers in Saudi Arabia on language assessments in their schools. A thematic analysis constructed four major themes —three prominent in literature, and one constructed from the teachers’ interviews. They were ‘Investment’, ‘Agency’, ‘Opinions and Beliefs’, and ‘Structure’. Their perceptions were mixed but predominately negative with teachers calling for less stakeholder involvement compared to theirs, more teacher professional development in assessments, and structural consistency. The findings hope to aid in theory generating and provide opportunities for more research on EFL teachers’ voice in language assessments in early year and primary years private school contexts.