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. 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. 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.