Exploring students’ perspectives on having speaking evaluations in English language in some Lebanese schools

The study explores the lack of comprehensive discussing the evaluations in Lebanese ESL programs for grade eight students in Mount Lebanon. Further, the study has implemented social learning theory also it uses qualitative research and group interviews to understand students' perspectives on speaking evaluations and their impact on language learning.  The study uses a qualitative approach to analyze grade 8 students' perspectives on including speaking assessments in English language learning curriculum, using focused group interviews, thematic analysis, and ethical considerations. The study shows that students in all schools are encouraged to practice speaking English, with a positive view of speaking evaluations. However, concerns about teacher preparation and support persist. Family support is crucial for improving speaking skills. Students believe speaking evaluations accurately measure language proficiency but suggest a comprehensive approach.