Examining Changes in ESL Students’ Speaking Performance Across Two Workplace-Based Assessments

Abstract

Speaking proficiency is an important component of English language learning, particularly for students preparing to enrol into professional environments where effective oral communication is required. However, a single speaking assessment provides only a snapshot of learners’ performance and offers limited evidence of change over time. This study examined changes in the speaking performance of 45 English as a Second Language (ESL) students across two workplace-based speaking assessments conducted during a 14-week semester. The first assessment was conducted in Week 6 and the second in Week 13. Both assessments involved group speaking tasks related to workplace situations, while students were assessed individually using the same marking rubric. Students’ scores were analysed using descriptive statistics and a paired-samples t-test. The findings indicated an increase in mean speaking performance from 27.13 out of 40 (67.8%) in the first assessment to 29.22 out of 40 (73.1%) in the second assessment, representing a mean gain of 2.09 marks. The difference was statistically significant, t(44) = 10.04, p < .001, with a large effect size (d = 1.50). The findings suggest that repeated opportunities to engage in workplace-oriented speaking activities and assessment were associated with improved assessed speaking performance over the semester. The study highlights the value of repeated classroom assessment for monitoring changes in ESL learners’ oral performance.