ONLINE SPEAKING ASSESSMENTS: PERCEPTIONS AND EXPERIENCES OF UNIVERSITY ESL LEARNERS

Abstract

With the growing integration of online learning, particularly during the COVID-19 pandemic, the use of online speaking assessments has gained importance in language education. This study explores the perceptions and experiences of university ESL learners regarding online speaking assessments. A purposive sampling method was used to select nine learners with varying proficiency levels (high, average, low) enrolled in the English for Communicative Competence course. Participants completed an online speaking assessment as part of their coursework and provided feedback through e-interviews conducted via Google Forms. The study aimed to understand learners' opinions on the appropriateness of test items, confidence levels, emotional impact, and the perceived fairness of evaluations. Thematic analysis of the interview responses identified key themes such as the preference for face-to-face assessments due to technical issues and anxiety, while highlighting the convenience and flexibility offered by online formats. Despite these challenges, learners acknowledged the benefits of online assessments, including the ability to complete assessments in familiar, comfortable environments. However, they raised concerns about fairness, particularly in relation to technical difficulties affecting performance. The findings underline the need for improvements in infrastructure, enhanced technical support, and clear guidelines for conducting online assessments to ensure reliability and fairness. The study concludes with recommendations for enhancing the effectiveness of online speaking assessments, such as incorporating real-time feedback, providing more practice opportunities, and addressing technological and environmental challenges.