Strategies to Assess EFL Learners’ Speaking Skills

Abstract

This research synthesis analyzes the different strategies employed by teachers to assess EFL students’ speaking skills. Twenty empirical studies were examined according to the following criteria: focus and context, research instruments and design, strategies for assessing speaking, and positive and negative effects of using oral skill assessment strategies. The results from this analysis indicate that teachers employ various strategies such as authentic assessment, dynamic assessment, self-assessment, alternative assessment, and performance assessment. These strategies enhance students' confidence, speaking skills, and motivation. However, they also present challenges such as implementation complexity, potential biases, and time constraints. Although authentic and dynamic assessments are the most frequently used, self-assessment and alternative assessment are also highlighted in several studies. These strategies improve students' speaking skills and independence but may face feedback limitations. By balancing these strategies, teachers can achieve more effective language teaching and assessment.