<![CDATA[This study investigates teacher practices in conducting oral language assessment in an English as a Foreign Language (EFL) classroom at a senior high school in Yogyakarta, Indonesia, during 2024/2025 academic year. Speaking skills play a crucial role in EFL learning as they require the integration of grammar, vocabulary, pronunciation, fluency, and communicative competence. However, assessing students’ oral performance remains a challenge for teacher due to time constraints and varying student proficiency levels. This study employed a qualitative case study design to gain an in-depth understanding of how oral assessment is conducted in a real classroom context. Date was collected through teacher interviews, classroom observations, and document analysis, and were analysed using thematic analysis. Findings indicate that the teacher primarily used role-lying dialogues and group discussions as oral assessment strategies. These strategies allowed students to practice meaningful communication while enabling the teacher to assess multiple aspects of speaking skills. The study also highlights the importance of clear and adaptable assessment criteria in ensuring fairness and effectiveness in oral language assessment. Despite limitations related to the study’s scope, the findings contribute to a better understanding of oral assessment practices in EFL classrooms and highlight the need to strengthen teachers’ assessment literacy. ]]>
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