علی محمدی درآباد - Ph.D. Candidate in TEFL, Faculty of Persian Literature and Foreign Languages, Islamic Azad University, South Tehran Branch, Tehran, Iran
غلامرضا عباسیان - Assistant Professor of TEFL, Imam Ali University & Islamic Azad University, South Tehran Branch, Iran
بهرام مولایی - Assistant Professor, Faculty of Persian Literature and Foreign Languages, Islamic Azad University, South Tehran Branch, Tehran, Iran
علی اصغر رستمی ابوسعیدی - Professor of Linguistics, English Department, Faculty of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran

AbstractClassroom performance assessment has gained prominence parallel to the multiplicity of the purposes ahead of assessment. Of many, the major controversy, which was the motive behind this study, is the incorporation of L۱-based elicitation as a valid measure of second language (L۲) performance assessment. To shed empirical lights on this issue, this explanatory sequential mixed-methods research employed ۸۷ Iranian intermediate EFL learners, whose L۲ classroom performance was assessed through L۱-based elicitation techniques. In order to validate this mechanism, multi-method mono-trait model (namely, Pearson correlation, structural equations, exploratory and confirmatory factor analysis, composite reliability and convergent validity) suggested by Henning and Mesick’s Unitary Concept of validity were applied. The results from these multiple sources of evidence yield support to their common consensus that L۱-based elicitation techniques are valid measures of L۲ performance assessment. The findings then offer legacy to the educational implications of L۱-based mechanisms both in L۲ instruction and assessment.

L۱-based Elicitation, Performance Assessment, Speaking Ability, Unitary Concept of Validity