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This study investigates the effectiveness of using rubrics to assess foreign learner’s presentation skills. A total of 43 Japanese learners enrolled in a dual degree program at a Korean university participated in the study. Participants were divided into an experimental group, which received explicit rubric-based guidance and engaged in self-evaluation activities, and a control group which followed traditional speaking practice methods. Quantitative analysis using pre-and post-tests revealed that while both groups improved in speaking performance, only the experimental group showed a significant improvement in discourse competence. Additionally, t-tests comparing the top and bottom 25% of performance indicated a strong correlation between high rubric scores and overall academic achievement. Survey responses and qualitative feedback also revealed learners’ generally positive perceptions of rubric use, highlighting its role in clarifying expectations and promoting focused preparation. However, learners expressed some difficulty in using the rubric to identify personal strengths and weakness, the findings suggest that rubrics serve as effective tools not only for assessment but also for guiding autonomous learning and enhancing speaking proficiency. Based on these results, pedagogical implications and suggestions for future research on long-term and diversified applications of rubrics in language education are discussed.