THE FOCUS AND OUTCOMES OF THE GRADING SYSTEM IN TEACHING THE ENGLISH LANGUAGE AT NON-PHILOLOGICAL FACULTIES

Abstract

One of the weak points of the educational system, both in the world and in the Republic of Srpska, is the grading system, including the feedback associated with it. Tendencies towards changing the grading paradigm can be noticed in contemporary literature, which leads to higher-quality teaching. In accordance with this, we have conducted mixed methods research using a sample of teachers and students from non-philological faculties of the University of East Sarajevo, the Republic of Srpska. The results have been complemented by an analysis of the syllabi used at these faculties. The research aimed at investigating the focus and outcomes of the grading system in teaching the English language at non-philological faculties. The results show that the grading system in this domain has been improved to some extent, taking into account that it is not solely numerical and critically oriented, but some of the language skills are neglected, especially listening, as well as writing, and interactive communication between students is not a part of the final exam. The analysis of syllabi has shown that there is a large discrepancy among the faculties in terms of many issues, especially regarding the level of an English language course according to the CEFR, as well as regarding the grading criteria. In the conclusion, we have offered suggestions for improvement of this aspect of teaching the English language at non-philological faculties.