د. مسعود غوما2026-04-072026-04-07https://dspace.academy.edu.ly/handle/123456789/1936The study aimed to investigate EFL teachers' perception and practices about assessing communication as a 21st century skill. It also aimed to identify to what extent teachers' practices align with their perceptions. To obtain the required data, a mixed method approach was adopted. Fifty EFL teachers in Ghiryan secondary schools responded to a closed-ended questionnaire, and six of those teachers were interviewed too. Descriptive statistics were used to analyse the data gathered from the questionnaire, and thematic analysis was used to analyse the data obtained from the interviews. The findings revealed that the participants perceive assessing communication as a 21st century skill well. However, their practices did not align with their perception. They do not usually assess students' communication skills. They attributed that to some barriers namely; students' lack of motivation and low level of proficiency, lack of time, and lack of resources in schools. The findings also highlighted that the participants depended mainly on the tasks that are implemented in the curricula to assess students' communication skills such as role-plays and classroom discussions.The study aimed to investigate EFL teachers' perception and practices about assessing communication as a 21st century skill. It also aimed to identify to what extent teachers' practices align with their perceptions. To obtain the required data, a mixed method approach was adopted. Fifty EFL teachers in Ghiryan secondary schools responded to a closed-ended questionnaire, and six of those teachers were interviewed too. Descriptive statistics were used to analyse the data gathered from the questionnaire, and thematic analysis was used to analyse the data obtained from the interviews. The findings revealed that the participants perceive assessing communication as a 21st century skill well. However, their practices did not align with their perception. They do not usually assess students' communication skills. They attributed that to some barriers namely; students' lack of motivation and low level of proficiency, lack of time, and lack of resources in schools. The findings also highlighted that the participants depended mainly on the tasks that are implemented in the curricula to assess students' communication skills such as role-plays and classroom discussions.Assessing Communication as a 21st Century Skill: Perception versus Practices of Ghiryan Secondary Schools EFL Teachers