Let us just look at its impact on motivation. We all know that nothing succeeds like success. So, when some students enter secondary school with the basic knowledge of English and see some of their peers excel at it, they become instantly aware that, no matter how hard they try, they will not be able to reach that level of proficiency soon enough to get a high grade. Acquiring a foreign language is a long continuing process; it takes time and entails commitment and persistence. And let us be honest, these have never been the main traits of adolescents. Furthermore, I teach English in a vocational school. They admit that understanding and speaking English is simply a must nowadays. But, is it worth all the time and trouble? What makes the situation with grading even more troubling for me is that most of them are motivated only by grades. So, when their language proficiency is poor, they settle with the passing grade and put in as much or less effort as they need in order to meet the basic requirements. They give up at the very start. Thus the grading system based on reaching the set objectives and outcomes becomes demoralizing and demotivating factor. I keep reassuring them that I will take into account any, even the slightest improvement they make. It is effective for a time, but not for long.