A PROPOSED FRAMEWORK FOR WASHBACK EFFECTS OF E-PORTFOLIOS IN SPEAKING ASSESSMENT

This paper aims to propose a framework to explore the washback effects of e-portfolios in speaking assessment. Drawing on multiple theoretical frameworks in washback research, it first reviews classical models of language assessment and illustrates how evolving priorities in language education have led some educators to adopt alternative, technology-driven approaches, notably e-portfolios. The paper then synthesizes prior theoretical foundations alongside empirical studies to identify key stakeholders including students, teachers, and school administrators and their roles in shaping and experiencing washback effects. Building on this synthesis, the paper proposes a framework that shows how stakeholders’ beliefs, attitudes, and practices intersect when e-portfolios are used to assess English speaking skills. Finally, it underlines the framework’s theoretical significance for valid and responsive assessment design and provides pedagogical recommendations for educators and assessment practitioners seeking to implement e-portfolios effectively in diverse instructional contexts.