Abstract

This paper investigates the degree of communicativeness of English final tests in Oman. It is a descriptive, content-based analysis of Five Final tests from 2011 to 2016. A framework and a checklist were developed for purposes of analysis. The framework was based on Bachman and Palmer's model of language ability (2010) and grade 10 English test specifications.

Research findings reveal: (i) A discrepancy between test specifications of English final tests and the actual content of the tests (ii) That communicative competence was not fully addressed in the English final tests (iii) That the input used in English final tests lacks authenticity (iv) The majority of the test components used suitable language in a limited context with limited instructions given for some components. There was also lack of constructed responses (v) There was no integration between two skills or elements on the test, except for a random integration between vocabulary and reading.

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