The effect of classroom-based assessment (CBA) on Chinese EFL learners' speaking performance, engagement, and willingness to communicate: Undergraduate students' perceptions.

Heliyon · 2024 · PMC11226770 · PMID 38975164

Europe PMC DOI

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highly significantno p-value reported

Overall, the model was highly significant, [F (3, 176) = 154.273, S < 0.001, ηp2 = 0.724], indicating that the combination of time, groups, and their interaction explained significant variance in speaking performance.

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