Tracing Input Use Across Integrated EFL Assessment: Relationships Between Receptive and Productive Performance
DOI:
https://doi.org/10.29408/veles.v10i2.34796Keywords:
Integrated Language Skill, Integrated Skills Assessment, Language Assessment, Productive Skills, Receptive Skills, Mixed MethodsAbstract
Although integrated-skills assessment more closely reflects real-world communication than discrete-skill testing, limited evidence explains how receptive and productive performances are related in Indonesian secondary EFL classrooms. This convergent mixed-methods study examined associations between listening and reading performance and writing and speaking performance and explored how learners used input during integrated assessment. Participants were 128 tenth-grade students from four intact classes at an Indonesian senior high school. They completed listening–writing, reading–writing, and reading–writing–speaking tasks, followed by reflective questionnaires; classroom observations provided additional qualitative evidence. As receptive and productive scores were non-normally distributed, Spearman’s rho was used, while qualitative data were thematically analyzed and merged with the correlations. Overall receptive and productive performance showed a very strong positive association (ρ = .949, p < .001). All skill-pair correlations were significant: listening–writing (ρ = .658), listening–speaking (ρ = .707), reading–writing (ρ = .836), and reading–speaking (ρ = .800), all p < .001. Qualitative findings explained these patterns: students reused source ideas, vocabulary, and organizational cues in written and oral responses, treated listening input as pronunciation and dialogue models, and used notes to retain and transform information. Reading was perceived as particularly useful for writing, whereas listening was more useful for speaking. These findings indicate interdependence, not causality, between receptive and productive performance. They show that integrated tasks can provide ecologically meaningful evidence of learners’ comprehension-to-production processes and support their use in secondary EFL assessment. Future validation research should separate associations generated by shared task content from those reflecting broader language proficiency.
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