I examined Tanzanian secondary EFL teachers' attitudes toward language performance-based assessments (PBA). I asked Tanzanian EFL teachers about PBA's benefits, challenges, and potential solutions to the identified challenges after two rounds of webinars introducing PBA as an alternative assessment approach that promotes classroom interaction, participation, and critical thinking. Together with teachers, we evaluated textbook activities and practiced using PBA tools such as group discussions and rubrics. I collected data through surveys and semi-structured interviews. I utilized group and interpretative coding per Kostere and Kostere's (2021) theoretical coding guide to analyze the data thematically. The findings revealed that teachers perceived PBA as a beneficial assessment practice that can help students improve their English proficiency. The benefits identified included: PBA facilitates feedback, increased exposure to the language, increased confidence to speak the language and to participate in the classroom, and promotes students' motivation.However, PBA implementation was equally challenging for some teachers. The challenges included teachers' lack of time and skills to design materials, a wide competency gap between students, pressure from administrators to teach for tests, and a lack of support from teachers of other subjects. I also suggested ways to overcome Tanzanian EFL classroom PBA challenges. Solutions included making textbook tasks performative, creating a safe and joyful learning environment, and embracing multilingualism to assist students in overcoming their fear of speaking. Overall, the study found that Tanzanian EFL teachers perceive PBA as a beneficial assessment practice that can help students improve their English proficiency. However, I also found certain challenges to PBA in Tanzanian EFL classrooms. Future studies should address these issues and help teachers implement PBA.
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