Abstract

Implementation of various assessment devices enables controlling educational strengths. The study investigates whether oral or written assessment methods better contribute to second-language learning and achievement of students whose second-language learning is not their main study target. The study sample included 128 students who were studying in the medical science faculties at the AAB College in Prishtina, Kosovo. The simple random sampling in this study resulted in dentistry students (N = 38), radiology students (N = 43), and nursing students (N = 47). The participants were studying in the academic year 2023-2024. Using a quantitative approach, simple random sampling, and a structured questionnaire, we have presented the perspectives of medical students with regard to oral and written assessment methods. The study found a significant association between oral assessment methods and students’ achievement in language learning. In general, the findings of this study enhanced theoretical and practical understanding with regard to oral and written assessment methods and the English language learning needs of the students whose second-language learning is not the goal of their studies.