As the effects of self-assessment, peer assessment, and teacher assessment on EFL learners' writing CAF and speaking CAF have not examined in Iran, this research compared their effectiveness on developing Iranian EFL students' writing CAF and speaking CAF. Moreover, this research examined the attitudes of EFL students towards the three types of…

This study compared Korean adult learners' English speech in dialogic and monologic tasks, measuring 57 college students' oral proficiency in terms of holistic and analytic grades. The statistical analyses were focused on two questions: (1) how much do the holistic grades of oral proficiency and analytic grades of the four linguistic features…

This study analyzed and observed the oral discourse of Local Community College students. A descriptive analysis was conducted to find out the communicative competence level among the one hundred fifty randomly chosen respondents. A triangulation method was initiated to ensure the legitimacy of the gathered data. "Focus Group Discussion,"…

This study investigated the effects of two types of classroom instructions on EFL learners' oral proficiency by implementing teachers' judgment. Two intact classes of EFL university students studied a compulsory subject of their department under two different types of classroom instruction. The first group of students was trained with explicit…

With the increased emphasis in communicative language learning and task-based language teaching, classroom assessment increasingly includes performance-based assessments (e.g., essays, speeches, projects, presentations), which require careful planning and can be challenging to implement and assess. The ability to design and use well-designed…

Cognitive factors have been recognised as important in the interpreting process, but whether they could serve as valid components of interpreting aptitude still awaits further investigation. This study explores the predictive value of cognitive fluency in the simultaneous interpreting (SI) performance of trainee interpreters. Cognitive fluency…

EFL learners often have problems to speak properly in English. As the purpose of teaching speaking is to improve the learners' oral production, language teaching should maximize language use in the classrooms (Haozhang, 1997), which is achieved through implementing proper teaching techniques to require learners to learn and practice the language…

This study was designed to determine how well existing analytic rating scales functioned in the assessment of low- to mid-proficiency Japanese university students' interactive English speaking ability when engaged in small group discussions. Many-facet Rasch measurement (MFRM) was employed to evaluate the quality of adapted rating scales for…

The current study set out to investigate the effect of dynamic assessment (DA) on the speaking accuracy and fluency of pre-intermediate English as a foreign language (EFL) learners. In contrast to static assessment, DA is conceptualized as an interactive approach towards assessment which combines teaching and testing in a unitary instructional…

High-stakes tasks may prevent language learners from performing successfully due to factors of "communicative stress" (Skehan, 1996, p. 52). Little research, however, has directly examined phonological patterns in learners' performances on low-stakes, medium-stakes, and high-stakes classroom tasks. The current study investigated the oral…

This study examined the effect of the combination of task repetition and post-task transcribing (TRPT) on the complexity, accuracy, and fluency (CAF) of L2 oral performance and their subsequent development. Taiwanese university students (N = 39) were randomly assigned to one of the three groups: TRPT, task repetition (TR), and control group, and…

Globalization and the digitalization of our lives have made it impossible to avoid (inter)cultural encounters. In the traditional classroom environment, students are expected to juggle a myriad of choices almost simultaneously. Factors like grammar, pronunciation, word choice, etc. are all important assessment factors to consider when looking at…

Literature on the learning benefits and interpersonal mechanisms of peer assessment (PA) and teacher assessment (TA) has been inconsistent. As part of a large-scale study, the research reported here has addressed the effect of formative PA on language grammar uptake and complexity, accuracy, and fluency triad scale levels, in comparison both to TA…

Despite many studies on assessment literacy, scant attention has been devoted to classroom assessment literacy for speaking. To bridge this gap, the present study set out to explore novice and experienced English as a foreign language (EFL) teachers' classroom assessment literacy for speaking. Twenty-six novice and experienced EFL teachers first…

This study explores the influence of self-assessment of vocabulary competence on a group of students' oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students' learning logs, field notes and…