Assessment Framing, Communicative Self-Efficacy, and Stability in EFL Speaking Performance.
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| Title: | Assessment Framing, Communicative Self-Efficacy, and Stability in EFL Speaking Performance. |
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| Authors: | Nhung, Nguyen Thi My1, Pham, Hang Thu1 |
| Source: | Journal of Language Teaching & Research. Jul2026, Vol. 17 Issue 4, p1454-1467. 14p. |
| Subject Terms: | *Formative evaluation, *Second language acquisition, *Fluency (Language learning), *Educational evaluation, Self-efficacy, Structural equation modeling, Social cognitive theory |
| Abstract: | Speaking performance in instructed second language contexts often fluctuates across comparable classroom tasks, even among learners with similar proficiency levels. Existing explanations typically attribute such variability to differences in linguistic competence or task conditions but pay limited attention to the regulatory influence of assessment environments. This study examines whether assessment framing in classroom speaking evaluation contributes to lower variability in speaking performance through communicative selfefficacy. Drawing on social-cognitive theory and formative assessment research, the study proposes a mechanism in which assessment environments shape learners' confidence in their ability to perform speaking tasks successfully, thereby influencing the consistency of observable speaking performance. Data were collected from 372 undergraduate EFL students enrolled in university speaking courses in the Mekong Delta, Vietnam. Structural equation modeling indicated that assessment framing positively predicted communicative selfefficacy (β = .48, p < .001), which in turn predicted lower speaking performance variability across comparable tasks (β = -.41, p < .001). These findings suggest that classroom assessment functions not only as a measurement procedure but also as a regulatory pedagogical environment shaping the behavioral realization of linguistic competence. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195267852 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Assessment Framing, Communicative Self-Efficacy, and Stability in EFL Speaking Performance. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nhung%2C+Nguyen+Thi+My%22">Nhung, Nguyen Thi My</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Pham%2C+Hang+Thu%22">Pham, Hang Thu</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Language+Teaching+%26+Research%22">Journal of Language Teaching & Research</searchLink>. Jul2026, Vol. 17 Issue 4, p1454-1467. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cognitive+theory%22">Social cognitive theory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Speaking performance in instructed second language contexts often fluctuates across comparable classroom tasks, even among learners with similar proficiency levels. Existing explanations typically attribute such variability to differences in linguistic competence or task conditions but pay limited attention to the regulatory influence of assessment environments. This study examines whether assessment framing in classroom speaking evaluation contributes to lower variability in speaking performance through communicative selfefficacy. Drawing on social-cognitive theory and formative assessment research, the study proposes a mechanism in which assessment environments shape learners' confidence in their ability to perform speaking tasks successfully, thereby influencing the consistency of observable speaking performance. Data were collected from 372 undergraduate EFL students enrolled in university speaking courses in the Mekong Delta, Vietnam. Structural equation modeling indicated that assessment framing positively predicted communicative selfefficacy (β = .48, p < .001), which in turn predicted lower speaking performance variability across comparable tasks (β = -.41, p < .001). These findings suggest that classroom assessment functions not only as a measurement procedure but also as a regulatory pedagogical environment shaping the behavioral realization of linguistic competence. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195267852 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17507/jltr.1704.30 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1454 Subjects: – SubjectFull: Formative evaluation Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Fluency (Language learning) Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: Structural equation modeling Type: general – SubjectFull: Social cognitive theory Type: general Titles: – TitleFull: Assessment Framing, Communicative Self-Efficacy, and Stability in EFL Speaking Performance. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nhung, Nguyen Thi My – PersonEntity: Name: NameFull: Pham, Hang Thu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17984769 Numbering: – Type: volume Value: 17 – Type: issue Value: 4 Titles: – TitleFull: Journal of Language Teaching & Research Type: main |
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