This study examined Korean secondary school English teachers’ perceptions of expertise in speaking performance assessment, their perceptions of how useful speaking performance assessment is, and their perceptions of what makes it difficult to implement speaking performance assessment in the classroom. It also identified the effects of such perceptions on their speaking performance assessment practice. The present study surveyed 243 secondary English teachers (128 in middle and 115 in high school) from 5 different districts. The data analysis about an open-ended question for qualitative research was included as well. To explore the four research questions, the results were compared and analyzed by T-test, ANOVA, Correlation Analysis, and SEM (Structural Equation Model).
The findings of the study were as follows. First, the perceptional differences in expertise, usefulness and infeasibility of speaking performance assessment between middle and high school English teachers were compared. High school English teachers had lower expertise in speaking performance assessment, while both of them generally had positive perception in its pedagogical effectiveness. High school English teachers also felt much more trouble in conducting speaking performance assessment than their counterparts did, owing to several reasons such as the difficulty of guaranteeing objectivity in scoring, no proper methods or tools for assessment, the shortage of helpful materials or teacher training programs, or the possibility of giving students another learning burden.
Secondly, English teachers’ perceptional differences in expertise, usefulness and infeasibility of speaking performance assessment were investigated, according to teaching career, teacher training related to speaking performance assessment, and perceived competence in English speaking. English teachers with 11-15 years of teaching career were more professional in implementation and scoring of speaking performance assessment, rather than those with 16-20 years of teaching career. To enhance English teachers’ professional competence and raise their positive awareness of the effectiveness of speaking performance assessment, at least more than once or twice completing the teacher training related to speaking performance assessment proved helpful. Besides, English teachers who thought their perceived competence in English speaking was superior showed the excellent competence and affirmative awareness of speaking performance assessment.
Thirdly, English teachers’ perceptions in expertise, usefulness and infeasibility of speaking performance assessment were correlated to one another. It indicated that English teachers with overall more positive awareness of the educational effectiveness of speaking performance assessment had much more expertise in speaking performance assessment, or vice versa. Meanwhile, English teachers with higher awareness of the infeasibility of speaking performance assessment held lower expertise in speaking performance assessment, or vice versa. The higher infeasibility English teachers perceived in speaking performance assessment, in addition, the lower they considered the usefulness of speaking performance assessment in English education, or vice versa.
Last but not least, this study revealed the causal effect of English teachers’ perceptions in expertise, usefulness and infeasibility of speaking performance assessment on their speaking performance assessment practice. Obviously, English teachers highly equipped with expertise in speaking performance assessment were strongly willing to carry out speaking performance assessment in the classroom. Although English teachers positively perceived its educational effectiveness, however, English teachers tended to implement speaking performance assessment, only if they were much ready with professional competence in speaking performance assessment. Overcoming the infeasibility in speaking performance assessment, English teachers tended to be minimally trying to execute speaking performance assessment, just in case English teachers not only highly recognized the educational merits of speaking performance assessment, but they also had splendid competence in speaking performance assessment.
The implications of the research findings were discussed. And pedagogical suggestions to activate speaking performance assessment practice in Korean educational settings were provided.