Independent Versus Integrated Reading‐While‐Listening Speaking Tasks: Linguistic Features of Oral Performances and Their Effects on Human Ratings

ABSTRACT This study examined a new speaking task, the reading‐while‐listening speaking (IntRLS) task, in comparison to the traditional independent speaking (IndS) task. Linguistic features of oral performances and their impact on human ratings were analysed using data from 108 ESL learners. Performances were compared on fluency, vocabulary, grammar and content. Paired‐samples t ‐tests and regression analyses revealed performance differences between the tasks, particularly in fluency, vocabulary and content. Most linguistic features did not predict human ratings. However, content quality was a predictor for the IndS task, and word type for the IntRLS task. These findings enhance understanding of task demands and rater expectations, indicating that IntRLS and IndS tasks measure distinct aspects of the L2 speaking construct. Incorporating the IntRLS task in speaking assessments may offer a more comprehensive representation of learners' English speaking proficiency.