Abstract:
In EFL context, teachers’ frequent adjustment with students’ particular
needs is a pre-condition to facilitate students’ active learning of speaking skill. And
only a systematic reflection can have a consistent adjustment. Continuous
assessment is a process through which both the teachers and the students can
feedback each-other and thus can elicit a two way reflection which can have a
significant impact in improving both the students’ way of reception and the teachers’
way of instruction. This paper acknowledges the existing teacher and student
assessment process of private universities in Bangladesh and examines how a
teacher’s regular journal can emerge a more frequent reflective approach in
providing face-to-face feedback and in developing specific learner centered
strategies.
