İngilizceyi yabancı dil olarak öğrenen üniversite öğrencı̇lerinin konuşma performansını etkileyen faktörler

In the context of growing emphasis on communicative competence in foreign language education, this study aims to explore the variables that shape learners' speaking performance in oral achievement tests. To seek answers to this phenomenon, a mixed-method methodology was used for in-depth research, and carried out at a public university in Türkiye with various stakeholders on voluntary basis including EFL instructors, test-designers, administrators, and EFL learners across five proficiency levels at the time of data collection. The data were gathered in convergent mixed-methods design, where the quantitative and qualitative data were collected at parallel times. For the quantitative data, a 4-point Likert scale with an open-ended question was responded by all stakeholders. For the qualitative part, two different instruments were utilized. First, semi-structured interviews were carried out with all stakeholders. Second, EFL learners and testers in midterm speaking exam were interviewed through a video-stimulated recall interview protocol. The findings yielded affective factors including anxiety, nervousness, and fear of making mistakes as a major hurdle on oral production. Readiness, namely practice within and beyond the classroom, was almost equally cited as an influential factor, followed by linguistic elements such as vocabulary and grammar competencies. Additionally, limited content production, physical context of the exam setting, rater behavior and familiarity, task questions, and peer effect were found to have significant effects on learners' oral achievement. By exploring these specific factors, this study tries to contribute to a deeper understanding of how emotional, linguistic, and contextual variables interact in speaking exam settings.