earticle

영어

This study investigated the effects of assessment type on the improvement of EFL students’ public speaking performance, focusing on the role of anxiety. Ninety-two high school students participated in a 12-week course under one of three formative assessment conditions: self-assessment, peer assessment, or teacher assessment. The course consisted of instruction and guided practice in three speech genres: informative, demonstrative, and persuasive. Participants completed the Foreign Language Classroom Anxiety Scale before and after the intervention period. The results indicated that all three groups showed significant gains in speech performance and exhibited reduced anxiety on the post-test. The type of assessment had differential effects on performance improvement and anxiety reduction, suggesting that anxiety played a significant role in the development of L2 speaking skills. The self-assessment and teacher-assessment groups showed greater improvements in L2 performance and lower levels of anxiety than the peer-assessment group. The findings are discussed with students’ comments on the credibility and usefulness of peer assessment in the school context where assessment is traditionally perceived as an act of authority.