Teachers' opinions towards the integration of oral tasks in the Spanish University Examination

Including speaking tasks in the foreign language paper of the Spanish University Entrance Examination (PAU) has been inexistent in the last 15 years. However, the implications can be seen in shape of pressure on teachers to get students ready for such tasks in just three years (2009-2012). Because of the high stakes consequences attached to this exam in combination with a previous lack of training and a specific speaking development, scores in the first year may be challenged and thus, the tests great impact on the students fate and the instruction and educational experiences of PAU, magnified. The implication of such change in methods and teaching technique requires a common consensus between the educational authorities and teachers (apart from considering other stakeholders such as schools, students, and so on). This paper addresses a short study done in the Universidad de Alcala (Madrid, Spain) with 67 teachers responding to a 10 item questionnaire about which and how to introduce the oral tasks for the test. Results include types of tasks and previous preparation.