Review Oral English exam to meet global standards — Educationist
The Head of the Department of Languages at St. Joseph’s College of Education, Dr Dominic Frimpong, has urged the West African Examinations Council (WAEC) to urgently reform its Oral English assessment, arguing that the current format no longer reflects the communication skills needed in the digital era.
He called for the introduction of technology-based assessment methods, including computer-based examinations, artificial intelligence speech recognition tools, digital language laboratories and voice-recording systems, to transform Oral English testing from a listening-focused exercise into one that evaluates students’ actual speaking abilities.
Dr Frimpong told the Daily Graphic that while the Oral English section of the English Language syllabus was created to improve students’ language and communication skills, the existing multiple-choice format mainly tests their ability to recognise speech sounds rather than their capacity to speak effectively.
He noted that for many years, students across Ghana and other West African countries have taken the examination by listening to centrally played audio recordings and answering objective questions on areas such as vowels, consonants, stress and intonation using Optical Mark Recognition (OMR) sheets.
According to him, the current system measures sound identification but does not properly assess important communication abilities such as pronunciation, fluency, reading skills, stress patterns, intonation, grammar and effective conversation.
Dr Frimpong described the existing approach as outdated and unsuitable for the communication demands of the 21st century.
He highlighted challenges associated with the current format, including poor sound quality caused by large examination halls, echoes and unclear audio playback, which he said could disadvantage candidates, especially those with hearing difficulties.
“The assessment is inherently passive. Shading multiple-choice answer sheets does not measure fluency, pronunciation, intonation or conversational ability,” he said.
He added that the movement of physical audio equipment and examination materials across the country also created logistical difficulties and security concerns.
Dr Frimpong argued that the current system encourages students to focus on memorising phonetic symbols and stress rules simply to pass exams, rather than developing the confidence and practical skills needed for real-life communication.
Recommendations
To improve the assessment process, Dr Frimpong proposed that WAEC adopt computer-based testing (CBT), where candidates would use individual digital workstations equipped with noise-cancelling headphones to receive clear audio.
He also recommended the use of Automated Speech Recognition (ASR) technology to evaluate pronunciation, fluency and speech patterns instantly, saying the system could help reduce bias in marking.
He further suggested using voice-recording platforms where students could read passages or respond to questions through digital microphones, with their recordings securely submitted for assessment by examiners.
Additionally, he called for the creation of Digital Language Laboratories (DLLs) where students could practise speaking, compare their pronunciation with standard models and improve their communication skills over time.
Dr Frimpong also encouraged WAEC to work with telecommunications companies to provide affordable or free internet access for digital examination platforms, recalling his earlier proposal for language laboratories in all colleges of education.
He said such collaborations would support the transition from passive listening tests to modern, technology-driven speaking assessments.
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