Speaking Connects—Oral Exams at the Transition from the Primary to the Secondary EFL Classroom

This contribution presents findings from the analysis phase of an Educational Design Research (EDR) project on oral exams in the English as a foreign language (EFL) classroom at the beginning of secondary school in the German context. It sets out to gain insights into EFL teachers’ and learners’ perceptions of continuity at the time of transition from primary to secondary school. Semi-structured guided interviews were conducted with both teachers and learners (age 9–11). It was found that both stakeholders describe a considerable shift of competences at the time of transition, with primary school EFL lessons strongly focusing on oral competences and, by contrast, an accentuated literacy-based approach at the early seconday level. Further investigation was carried out into the role of assessment at the time of transition and the possibility of replacing the first written EFL class test at secondary level with an oral exam as a tool to enhance the continuity between the two school forms. The analysis showed that the first written class test is afflicted with strong emotions as reported by both learners and teachers. The implementation of an oral exam was supported by primary EFL teachers, with a more reserved attitude exhibited by their secondary school counterparts.