Assessing Language Skills In Communicative English Teaching: Bridging Theory And Practice

This study examines the dynamic interplay between theory and practice in assessing language skills within Communicative English Language Teaching (CELT). Emphasizing the shift from
traditional discrete-point testing to performance-based assessment, the research explores how communicative competence can be effectively measured through tasks that mirror authentic language use. Drawing on contemporary frameworks and empirical studies, the work highlights
the challenges teachers face in aligning theoretical principles with practical classroom
constraints, including reliability, validity, and washback effects. The study also considers
technological innovations that support communicative assessment and discusses their
pedagogical implications. By bridging theoretical insights and real-world practices, this research
aims to inform more balanced and contextually responsive approaches to language testing in
CELT classrooms, ultimately fostering learner-cantered evaluation that promotes meaningful
language development.