Abstract:
Understanding the intricate relationships among strategic competence, tasks and performance is an issue of perennial interest in the assessment of foreign/second languages especially in integrated speaking assessment, a field that is under-researched. Against this background, we investigated such complex relationships in the context of integrated speaking assessment of English as foreign language (EFL) learners, hoping to provide additional empirical evidence to address the problem. In the investigation, strategic competence was defined as metacognitive strategy use and was measured via an inventory administered on 120 Chinese university EFL students; task characteristics were conceptualised as task complexity and were measured on a self-rating scale by the students and five EFL teachers; and the students’ speaking performance was indicated by their scores on four integrated speaking assessment tasks. Data analysis through a hierarchy linear modelling approach led to two primary findings: Monitoring, one form of strategic competence, moderated the effect of task complexity on performance; strategic competence had no substantial effects on performance which had an inverse relationship with task complexity. These findings will add validity evidence for the foreign language speaking assessment literature and provide implications for speaking instruction and test development.
