Iranian Journal of Educational Sociology 2645-3460 9 March 2026 2026 04 30 The Impact of Learning-Oriented Assessment in a Technology-Enhanced Environment on Iranian EFL Learners’ Speaking Skills The Impact of Learning-Oriented Assessment in a Technology-Enhanced Environment on Iranian EFL Learners’ Speaking Skills 1 16 10.61838/kman.ijes.1450 EN Journal Article 2026 01 15 <p><strong>Purpose:</strong> 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.</p> <p><strong>Methods and Materials: </strong>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.</p> <p><strong>Findings: </strong>The results revealed a statistically significant main effect of Time and a significant Group × Time interaction (p &lt; .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 &lt; .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 &lt; .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 &lt; .001).</p> <p><strong>Conclusion: </strong>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.</p> https://qijes.com/index.php/ijes/article/download/1450/1457