de este TFM.

I believe that by undertaking this research here in the United Kingdom this has contributed greatly to my academic development in various ways. In regard to my research skills, I now feel that I can conduct interviews efficiently and

professionally as well as making sense of large amounts of qualitative data. This will definitely increase my self-confidence to conduct future qualitative research in the field of assessment. I have also learned how to review and critique the

literature as well as to write academically and at the same time include my voice and arguments. Being at Exeter University gave me access to a wide variety of academic journals and books all of which helped my capability to read in depth. I feel that by conducting this research, it not only provided me with a great

opportunity to explore the issue of teachers’ roles in language assessment in the FYP at a Saudi University, but I also feel that my theoretical and practical

knowledge in the field of EFL has been greatly enriched. This doctoral journey was indeed a challenging, yet personally rewarding experience. I found out that trying to address and understand the role the teachers play in assessment proved not as easy as I had expected.

Prior to starting this study, I believed that all ELI teachers should be involved in assessment in one way or another as I felt that it was not fair that only a selected few in the institution could influence the tests and assessment practices. However, after conducting this research and being increasingly aware of good practice in assessment and following an extensive exposure to the relevant literature, I now

feel that assessment is an issue that needs to be addressed by specifically trained individuals or a group of skilled teachers within the institution, such as those on the Assessment Committee. The image of the institution where each and every

teacher can and will participate in all phases of assessment might in reality be unpractical, unrealistic and unfeasible. However, I still believe that every teacher in the institution should have the opportunity to participate or join the Assessment Committee if they feel qualified and confident enough to do so. This is only

possible by having transparent, publicly-shared criteria for joining the Assessment Committee and all other committees in the institution as it is an important issue that I will try my best to argue for in language institutions in Saudi Arabia.

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