Learner Agency in L2 Assessment: A Sociolinguistic Investigation of EFL Oral Presentation Perceptions

Existing L2 assessment frameworks inadequately represent cultural specificity, affective-technological interactions, and integrated theoretical approaches. This quantitative investigation examines learner agency in EFL oral presentation assessment through an integrated framework combining van Lier's ecological approach, Norton's investment theory, and Kasper and Rose's interlanguage pragmatics. Undergraduate EFL learners at a Saudi university completed a validated questionnaire examining affective variables, interlanguage processing, technological preferences, and assessment literacy. Statistical analysis revealed three patterns challenging Western-centric autonomy models. First, anxious investment patterns showed learners experiencing pre-presentation anxiety while maintaining assessment engagement, with anxiety positively correlating with strategic preparation behaviours, extending Norton's investment theory to cultural contexts where identity aspirations override emotional comfort. Second, overwhelming preference for computer-mediated assessment correlated with environmental control desires, self-assessment capabilities, and anxiety management, demonstrating that technological affordances enhance rather than compromise authentic learner agency. Third, sophisticated assessment literacy combined with collaborative learning preferences revealed collective autonomy—culturally specific expressions integrating individual metacognitive competence with traditional values emphasising social learning. Cross-construct analysis revealed systematic relationships supporting integrated theoretical explanations, with cultural factors mediating relationships between individual capabilities and environmental preferences. Findings challenge deficit models, instead supporting culturally responsive frameworks that recognize cultural specificity as a scholarly strength. The research contributes theoretical understanding while informing evidence-based practices for inclusive L2 assessment design through hybrid approaches integrating technological affordances, collaborative scaffolding, and identity construction within culturally appropriate frameworks.