The assessment of English speaking in EFL environments can be inherently subjective and influenced by various factors beyond linguistic ability, including choice of assessment criteria, and even the rubric type. In classroom assessment, the type of rubric recommended for English speaking tasks is the analytical rubric. Driven by three aims, this…

Purpose: The purpose of this study was to examine the impact of self-disclosure and strategies for communication competence on perceptual ratings and performance evaluations of undergraduate students who do and do not stutter by professors who require oral presentations. Method: Two hundred thirty-eight college instructors who require oral…

The increasing popularity of self-assessment prompted several scholars to investigate its effectiveness and accuracy in relation to teacher assessment. However, most of these studies focused only on the consistency estimate perspective. Thus, the current study investigated the interrater reliability between self- and teacher assessment 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 examined the validity of data collected from a novel online story retell task. The task was specifically designed for use by junior school teachers with the support of speech-language therapists or literacy specialists. The assessment task was developed to monitor children's oral language progress in their first year at school as part…

The purpose of this study was to investigate the concurrent relationships between selected teacher-rated executive function (EF) and a comprehensive array of emergent literacy skills in preschool children after adjusting for targeted covariates including at-risk status. The sample comprised 114 three-year-olds who were attending Head Start…

This paper examines the differences correlation between instructor- and peer-based participation scores and oral proficiency in an EFL course focusing on oral communication. It finds that there is very little correlation between instructor-based and peer-based participation scores (r = 0.187, p = 0.053) and that the former is more associated with…

This study is designed to gather information concerning a possible relationship between how dental students prefer to take in and communicate new information and how they prefer to be assessed. Though there are numerous references in the literature regarding the learning styles of students there are also references to the inaccuracy of such…

Students' individual learning is supposed to be based on cognitive and social processes. Therefore, students' social skills are assumed to play an important role for school performance. This study set out to investigate the links between students' peer relations skills and assertion skills and their grades for written performances and oral…

Business, like many other fields in higher education, continues to rely largely on conventional testing methods for assessing student learning. In the current article, another evaluation approach--the oral exam--is examined as a means for building and evaluating the professional communication and oral dialogue skills needed and utilized by…

Research in the study of students' writing concludes that vocabulary use is a key variable in determining the holistic quality of the writing. In the present study, 77 writing samples from a mixed group of Grade 3 children were analyzed for features of linguistic diversity using public domain vocabulary-profiling software. The writing was also…

The discrimination between native and non-native English speaking teachers is reported in favor of native speakers in literature. The present study examines the linguistic insecurity of non-native English speaking teachers (NNESTs) and investigates its influence on learners' productive skills by using SPSS software. The eighteen teachers…

The opportunity to give oral presentations is important because it helps develop skills that are necessary for many aspects of professional careers. Competencies for oral presentations include appropriate content, design and organization of the presentation, and delivery skills. Self-assessment has been shown to help students develop…

Assessing speaking skills is regarded as a complex and hard process compared with the other language skills. Considering the idiosyncratic characteristics of EFL learners, oral proficiency assessment issue becomes even more important. Keeping this situation in mind, judgements and reliability of raters need to be consistent with each other. This…

Forty science students received training for 12 weeks on delivering effective presentations and using a tertiary-level English oral presentation scale comprising three subscales (Verbal Communication, Nonverbal Communication, and Content and Organization) measured by 18 items. For their final project, each student was given 10 to 12 min to present…