speaking assessment literacy of iranian efl teachers: a qualitative study of their challenges, needs, and strategy development

This study explores the development of speaking assessment literacy (sal) among english as a foreign language (efl) teachers in iran, with particular focus on their strategic practices, encountered challenges, and expressed needs in assessing learners’ speaking abilities. anchored in a grounded theory methodology, the research was initiated through a comprehensive literature review and preliminary interviews with language assessment experts to inform instrument design. subsequently, semi-structured, in-depth interviews were conducted with some high school efl teachers. the data were analyzed using open, axial, and selective coding techniques to generate key themes and conceptual categories. findings revealed that participants recognized speaking assessment as a core instructional responsibility and adopted a variety of strategies, including the use of multiple drafts, provision of assessment rubrics, and both explicit and implicit oral corrective feedback. additionally, efl teachers reported designing context-specific rubrics to align with classroom objectives. however, they highlighted some notable challenges they encounter while developing sal, including students’ limited familiarity with rubrics, linguistic underperformance, task-related anxiety, difficulty maintaining assessment objectivity, and insufficient training in self- and peer-assessment practices. teachers articulated a need for enhanced knowledge of speaking assessment principles and learner-centered assessment approaches. the study underscores the necessity of targeted professional development initiatives to foster efl teachers’ sal and proposes pedagogical and policy-level interventions to support sustainable assessment practices.