This study mostly analyzes the pragmatic viewpoints of speech acts and language functions through Halliday’s (1975) language functions and Searle’s (1976) speech acts were adapted to analyze the functional aspects of the conversations and it was also intended to explore the teachers’ perception toward teaching and learning English as a Foreign Language (EFL) learners’ textbooks and the teacher’s components of communicative knowledge regarding the functions of language in daily activity. The participants of this paper consisted of thirteen Sunrise 10, 11, 12 grades of Kurdish teachers at high school English in Iraqi Kurdistan. Through semi-structured interview, it was found that the conversations in the mentioned textbooks are insufficient from the pragmatic point of view. Some recommendation for the textbook designers, teachers, material developer were raised to make up the shortcomings of the textbooks. The findings reveal that the conversation texts in Sunrise textbooks are not meeting the systematic standard of pragmatic competence the English language learners and the book designer must be recommended to be aware of those shortcomings of the textbook series if they are required to develop their speaking skills in both student and activity series. The implications of this paper can be helpful in comparing the results of this study with other similar studies to check if there is a universal pattern in performing the speech acts and language functions and the interest to Kimberley Education for Life learners in increasing their knowledge of pragmatics in general and the role of language functions and speech acts investigated in this study.

Abstract This study investigates the assessment literacy, perceived practice, and observed practice of CBA practices among TVET teachers and assessors in private TVET colleges in South Gonder Zone, Ethiopia. The participants included 49 teachers and 14 assessors. Data collection utilized a modified four-option multiple-choice test, the Teacher Assessment Competency Inventory Questionnaire, a five-point Likert scale for perceived and observed practices, a semi-structured observation checklist, and interviews. Descriptive analysis, including mean scores, standard deviation, one-sample t-test, and proportions (%), was employed to analyze the data. Pearson correlation test was used to explore relationships between teacher assessment test scores, observed practices, and perceived practices. Findings revealed that private TVET teachers in the Amhara National Regional State lacked competence in assessing students' competence, falling short of overall and specific standards in both the assessment competence test and real classroom practice. Despite this, teachers modestly perceived their assessment practices across competency domains. Consequently, there were significant differences between teachers' actual competence and practice in educational assessments and their self-perceived practice. Qualitative approaches, employing theme analysis of assessment practice from semi-structured observations and interviews, highlighted poor performance among teachers on most assessment criteria. A small percentage demonstrated competence in specific concepts. Overall, the majority of teachers exhibited low levels of assessment literacy, suggesting a need for professional support in educational assessment approaches to enhance competence among TVET teachers.