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All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Ijaz Arabi Journal of Arabic Learning Jurnal Basicedu Jurnal Ilmiah Pendidikan dan Pembelajaran Apollo Project: Jurnal Ilmiah Program Studi Sastra Inggris Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya LINGUAMEDIA Journal Jurnal Basicedu Journal of English Language Teaching, Linguistics and Literature (JETLEE) Studies in English Language and Education
Maulidya, Reza Anis
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Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Systematic Literature Review on Speaking Assessment Practices in EFL Contexts Nurkumaila, Farah; Salma, Zian; Husnullah, Azifah Hafizha; Dewi, Ratna Sari; Maulidya, Reza Anis
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.7247

Abstract

Speaking assessment is essential for evaluating EFL learners’ communicative competence, yet it remains challenging due to issues of validity, reliability, and authenticity. This study conducts a Systematic Literature Review (SLR) of empirical research on speaking assessment practices in EFL contexts from 2015 to 2025, using the SALSA framework for methodological rigor. Fourteen studies were analysed thematically. The findings show that performance-based and technology-integrated assessments are the most dominant approaches, while rater bias, limited assessment literacy, and learner anxiety remain key challenges. The review highlights the importance of balancing fairness, practicality, and authenticity in evaluating speaking performance. It also emphasizes the potential of formative and technology-supported assessments to enhance feedback and learner engagement. The results also provide valuable insights for EFL teachers and policymakers in developing more effective and equitable speaking assessment practices. Pedagogically, the review underscores the need to strengthen teachers’ assessment literacy so that they can design and apply rubrics, provide formative feedback, and interpret speaking scores accurately. Theoretically, this study contributes to the understanding of how various assessment practices interact within the broader EFL teaching-learning process. Future studies are encouraged to explore longitudinal evidence of how integrated assessment frameworks influence EFL learners sustained speaking improvement, motivation, and classroom participation.
Co-Authors Adilla, Rifa Elsa Dwipa Fahriany, Fahriany Fajar Gibran Al-Haqq Hidayat, Didin Nuruddin Husnullah, Azifah Hafizha Kamila, Ananda Cahya Khaerani, Putri Kisno Umbar Mazriya, Nandini Putri Muhamad Irgi Sadam Qie Mulyati, Yatni Fatwa Nafiah Khoirunisa, Raden Ajeng Neneng Sunengsih Nida Husna Nida Husna Nurkumaila, Farah Nurrahmah, Fitriyani Rachmayani, Anni Ratna Sari Dewi Royani, Ahmad Salma, Zian Syahruna, Sultan Thurfah Aqilah, Aghna Ubaid Ridlo Wardah Hafizah