Exploring the Efficacy of Performance-Based Assessments in English Language Teaching: A Comparative Analysis of Traditional Testing and Task-Based Evaluation Methods
Keywords:
Performance-Based Assessments, Testing, Task-Based Evaluation MethodsAbstract
This research article explores the efficacy of performance-based assessments in English Language Teaching (ELT). It investigates the impact of real-world task-based evaluations on language proficiency, motivation, and engagement compared to traditional testing. Additionally, it examines the integration of technology in assessment and gathers insights from both educators and learners to provide a holistic view of this evolving approach in ELT.
Downloads
References
Brown, J. D. (2004). Performance-based language assessment: Theory and practice. Cambridge University Press.
Cheng, L. L., & Fox, J. (2008). Insights from task-based language assessment research. Language Teaching Research, 12(4), 427-449.
Douglas, D. (2000). Assessment in language teaching. Cambridge University Press.
Fulcher, G. (2003). Testing second language speaking. Pearson Education.
Hamp-Lyons, L. (2001). Assessing second language speaking: From theory to practice. Cambridge University Press.
Kim, T. K., & Elder, C. (2014). The effects of task-based performance assessment on L2 learners' speaking proficiency and motivation. Language Teaching Research, 18(2), 205-225.
Lin, L. (2013). Performance-based language assessment: Current trends and challenges. Language Teaching, 46(1), 1-18.
Messick, S. (1996). Validity and washback in language assessment. Language Testing, 13(3), 241-256.
Norris, J. M., & Ortega, L. (2006). Towards an alternative approach to conceptualizing language proficiency. Applied Linguistics, 27(5), 557-584.
Plough, I. (2008). Task-based language assessment: Practical implications. Language Teaching Research, 12(4), 451-471.
Razavi, S., & Hosseini, S. (2012). The effects of task-based assessment on Iranian EFL learners' speaking performance. ELT Journal, 66(3), 281-290.
Swain, M., & Lapkin, S. (1995). Collaborative dialogue: Its role in second language learning. Applied Linguistics, 16(2), 112-128.
Ur, P. (2010). Tasks in language teaching. Cambridge University Press.
Wiggins, G. P. (1998). Authentic assessment: A constructivist approach. Association for Supervision and Curriculum Development.
Yates, B. (2014). Performance-based assessment in English language teaching: A critical review. Language Teaching, 47(4), 431-456.
