Effects of a Dubbing-Based Speaking Performance Assessment on Chinese Speaking Achievement, Speaking Self-Efficacy, and Learning Motivation in High School Students

This study examines the effects of dubbing-based speaking assessments on Chinese speaking achievement, self-efficacy, and learning motivation among high school students. A quasi-experimental design was conducted with 125 second-grade students in Gyeonggi-do, comparing an experimental group engaged in film and animation dubbing with a control group completing traditional question-and-answer assessments. Data were analyzed using ANCOVA, along with mediation and moderation analyses.<br/> The results indicated that the experimental group achieved significantly greater improvements in speaking achievement compared to the control group. Speaking self-efficacy, particularly in terms of confidence and error-coping beliefs, also increased more substantially in the experimental group. Similarly, learning motivation showed significant gains following the dubbing-based assessment. Mediation analysis confirmed that speaking self-efficacy partially mediated the relationship between the assessment method and motivation. Furthermore, learning duration was identified as a significant moderator that enhanced the positive effects of the dubbing assessment.<br/> These findings suggest that dubbing-based assessments are effective for simultaneously improving linguistic performance and affective domains. This study provides practical insights for implementing communicative and digital-based assessments aligned with the 2022 Revised National Curriculum.