What question did this study set out to answer?

To investigate how oral performance is assessed in L2 classroom settings and the factors influencing it.

April 4, 2026Open Access

Examination of task-based language assessment : how can oral performance be measured in L2 classroom settings?

Key Points

To investigate how oral performance is assessed in L2 classroom settings and the factors influencing it.
Exploration of Task-Based Language Assessment (TBLA) application in L2 settings.
Analysis of factors affecting oral performance, such as testing situations and interlocutors.
Review of feedback mechanisms and their relationship to assessment.
Discussion on the role of dynamic assessment in performance measurement.
Task-Based Language Assessment proves suitable for measuring oral performance in L2.
Oral performance is inconsistent due to various factors, indicating a need for clearer assessment frameworks.
Dynamic assessment can enhance integration of assessment into instruction, supporting learner development.

Abstract

This paper explores how oral performance can be assessed in second language (L2) classroom settings.Task-Based Language Assessment (TBLA) has been widely employed for formative and summative purposes as an expansion of performance assessment.TBLA is considered suitable for measuring oral performance because it employs tasks that resemble real life activities and require learners to use specific language features in order to achieve a task goal.However, previous studies show that oral performance is influenced by various factors such as testing situations and interlocutors, which may lead to inconsistency of oral productions.Moreover, relationships between feedback and assessment are still unclear.Dynamic assessment could provide a framework to assess learners' performance systematically and to integrate assessments into instruction for the purpose of enhancing learners' development.

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