Assessing English-speaking proficiency among secondary school students in Pakistan: a quantitative cross-sectional study

Standardized assessment of current spoken proficiency levels among secondary school students remains unexplored. This study assessed the current English-speaking proficiency levels among secondary school students in Pakistan. A quantitative cross-sectional design was employed. Fifty female students of grade nine from a public school were selected through stratified systematic sampling. The Spoken English Proficiency Test (SEPT) and Common European Framework of Reference (CEFR) rating scale were used to assess their speaking proficiency. ChatGPT was used as an assessment tool. Data were analyzed through SPSS using descriptive statistics and one-way ANOVA. The Findings indicated that 88% of students were basic users, falling at A1-A2 levels, with only 12% attaining the B1 level and none achieving higher proficiency levels, demonstrating limited speaking competencies. No significant differences were found between science, arts, and computer streams in overall speaking performance. The study provides valuable insights to policymakers and educators to fill the gaps between current and desired proficiency levels. It is recommended to design targeted strategies to enhance speaking skills.