Speaking assessment is quite challenging as there are many factors in addition to speakers’ ability contributing to how well someone can speak a language. In this study, 40 male and female upper intermediate EFL learners, with age range of 15-26, selected through
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Speaking assessment is quite challenging as there are many factors in addition to speakers’ ability contributing to how well someone can speak a language. In this study, 40 male and female upper intermediate EFL learners, with age range of 15-26, selected through ECCE test. They performed four different types of speaking tasks (explaining, problem-solving, story-telling, and picture-describing). These tasks were rated by two raters using two scoring methods: holistic and analytic. The one-way repeated measures ANOVAs, paired-sample t-tests and Pearson Product Moment Correlations illustrated that the task types and rating methods didn’t have any significant effects on learners’ speaking scores as far as problem-solving, explaining, and picture-describing tasks were concerned. Yet, the rating methods represented to have some effects on story-telling task. The findings also indicated a significant correlation between holistic and analytic ratings of the problem-solving, picture-describing and story-telling tasks while the reverse was true for the explaining task.
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