The Impact of Analytic Rubrics on the Teaching and Assessment of EFL Learners` Speaking Skills

Abstract

The aim of this research study is to investigate the impact of analytic scoring rubrics on Armenian EFL learners’ speaking skills. It also investigates whether the use of rubrics promotes inter-rater reliability in assessment of speaking. Besides, it explores Armenian EFL learners’ attitude towards the use of rubrics for teaching and assessment processes. The study was conducted in the Experimental English Classes (EEC) of the Department of English Programs (DEP) at the American University of Armenia (AUA). The participants of the study were 19 EEC Communication Leven 3 students. The study employed a quasi-experimental design and the participants were grouped into two groups: experimental and control. The experimental group received treatment; particularly the students used rubrics for preparing oral assignments and received feedback based on rubrics. The control group did not use rubrics for preparing their assignments and received the traditional method of assessment. The results of the study revealed that there is no impact of rubrics on the improvement of Armenian EFL learners’ speaking skills. Besides, the results showed that the students from the experimental group did not perform better on their speaking assignments than the students from the control group. However, the study displayed high inter-rater reliability of the scores of two raters guided by analytic rubrics to assess students’ speaking skills. It also showed the learners’ positive attitude towards the use of rubrics during the course.