Objective Assessment of Oral Presentations and EFL Learners’ Speaking Development

Document Type : Original Article


Yazd University


A longitudinal study was planned, and a scale was suggested for assessing EFL learners’ oral presentations. The scale had three major evaluation components: `Preparation’, `Organization’, and `Presentation’. The students were informed about the rating scale against which their performances would be evaluated. Throughout the course each student had five performances on different occasions.
The results of the study indicated that: (a) significant improvement was observed in the learners’ performances, (b) ANOVA results indicated that the five performances were significantly different, (c) there were high correlations between each paired performances, and (d) the rating scale was a reliable and consistent measure by means of which the instructor could assess the student’s speaking ability.


Burns, A., & Joyce, H. (1997). Focus on speaking. North Ryde, N.S.W.: National Center for English Language Teaching and Research.
Carter, R., & McCarthy, M. (1995). Grammar and spoken language, Applied Linguistics, 16 (2), 141-158.
Cohen, A. (1996). Developing the ability to perform speech acts, Studies in Second Language Acquisition, 18 (2), 145-148.
Henning, G. (1987). A guide to language testing: Development, evaluation, research. Boston: Heinle & Heinle Publishers.
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second   language,   The   Internet   TESL   Journal,   Vo.   XII,   No.   11.
Kitao, S.K., & Kitao, K. (1996). Testing speaking. Retrieved from: ( ERIC Document Re   eproduction Service No. ED 398261), 1-7
Lavine, R.Z. (1992). Rediscovering the audio language laboratory: Learning through communicative tasks, Hispania, 75 (5), 1360-1367. Retrieved from: http://www.jstor.org/
MacGregor, D. (2000). Second language proficiency assessment. Retrieved from: www.cal.org/resources/archive/rgos/assessment.html
Messerklinger, J. (1997). Evaluating oral ability. The Language Teacher Online. Retrieved from: http://www.jalt-publications.org/
Nambiar, M. K., & Goon, C. (1993). Assessment of oral skills: A comparison of scores obtained through audio recording to those obtained through face- to-face evaluation, RELC Journal, 24 (1), 15-31.
Quinn, R.A. (1994). Opening the doors of the language laboratory: New perspectives and opportunities, ADFL Bulletin, 25 (3), 81-86.
Richards, J., & Renandya, W. (2002). Methodology in language teaching.
Cambridge: Cambridge University Press.
Rathet, I. (1994). English by drawing: Making the language laboratory a center of active learning, TESOL Journal, 3 (3), 22-25
Stone, Lee Ann. (1991) Task-based activities: Making the language laboratory interactive. Retrieved from: (ERIC Document Reproduction Service No. ED 343407).
Spolsky, B. (1992). Diagnostic testing revisited. In Shohamy, E. and Walton,
R.  A.,  (Eds.),  Language  assessment  and  feedback:  Testing  and  other strategies (pp 29-39). Dubuque, IA: Kendall/Hunt Publishing Company.
Upshur, J.A., & Turner, C.E. (1995) Constructing rating scales for second language tests. ELT Journal, 49 (1), 3-12.
Volume 1, Issue 1
April 2012
Pages 23-38
  • Receive Date: 22 November 2018
  • Accept Date: 22 November 2018