The Impact of Learning-Oriented Assessment in a Technology-Enhanced Environment on Iranian EFL Learners’ Speaking Skills
Keywords:
: Learning-Oriented Assessment, Technology-Enhanced Learning, Speaking Skills, EFL Learners, Formative Assessment, Language Assessment LiteracyAbstract
Purpose: This study aimed to examine whether implementing Learning-Oriented Assessment (LOA) in a technology-enhanced environment leads to significantly greater improvement and retention in Iranian EFL learners’ speaking performance compared to non-technology LOA and traditional assessment conditions.
Methods and Materials: A mixed-methods, quasi-experimental design was employed with three groups: Technology-Enhanced LOA (TE-LOA), LOA-Only, and a traditional assessment control group. Sixty intermediate EFL learners were selected using the Oxford Quick Placement Test to ensure baseline comparability. Participants completed a speaking pretest, posttest, and delayed posttest over the course of the intervention. Speaking performance was evaluated using an analytic rubric measuring fluency, accuracy, pronunciation, and lexical resources, with acceptable inter-rater reliability established. Quantitative data were analyzed using mixed-design repeated-measures ANOVA to assess within-group changes over time and between-group differences, followed by Bonferroni-adjusted post-hoc comparisons.
Findings: The results revealed a statistically significant main effect of Time and a significant Group × Time interaction (p < .001), indicating differential development across conditions. The TE-LOA group demonstrated significantly greater gains in overall speaking performance compared to both the LOA-Only and control groups at posttest and delayed posttest (p < .001), with large effect sizes. Within-group comparisons showed significant improvements from pretest to posttest and sustained performance at delayed posttest in the TE-LOA group (p < .001), while the LOA-Only group showed moderate gains and the control group exhibited minimal change. Subskill analyses confirmed significant improvements in fluency, accuracy, and lexical complexity for the TE-LOA group (p < .001).
Conclusion: The findings indicate that integrating LOA with technology-enhanced environments significantly improves EFL learners’ speaking performance and supports short-term retention of gains, suggesting that technology-mediated LOA provides a more effective and sustainable assessment framework than traditional or non-technology LOA approaches.
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Copyright (c) 2026 Hamed Fathi; Ali Asghar Yousefi Azarfam, Nesa Nabifar (Author)
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