University Students’ Perception of Online Speaking Assessment

Abstract

The objective of the study is to investigate students’ perception of online speaking assessment in terms of satisfaction, confidence, and use of technology. The study involved third-year Bachelor of English students from a public university in Malaysia. A descriptive case study methodology was employed to fulfill the research objectives. Data was primarily collected through a 5-point Likert scale questionnaire, complemented by semi-structured interviews. The study found that students had both positive and negative perceptions towards online speaking assessment. On the positive side, a majority of students reported that online speaking assessment gave them greater confidence and comfort, helping them towards improved performance. The findings demonstrate that the online environment can mitigate student anxiety and bolster language proficiency. Additionally, the study underscores the necessity for students to develop technical skills due to online assessment, thereby highlighting the direct impact of such assessment on students’ technological proficiency. Conversely, students’ negative perception centered on technical challenges such as poor internet connectivity and technical problems, both of which highlight practical obstacles in online education. The findings of the study have implications for Krashen's (1985) Affective Filter Hypothesis in understanding the impact of emotions on speaking performance. This study has significance for educators to improve methods of online speaking assessment by addressing challenges faced by learners. Improving the online mode of evaluation would help sustain the future of online education.