Abstract

This paper delves into the complicated realm of communicative language evaluation, intricately examining the multifaceted impact of technology on the construction of speaking rubrics. At its core, the assessment technique for communicative language staunchly upholds the notion of language as a vibrant tool of communication. It emphasizes the imperative to assess language learners based on their ability to effectively engage in real-life linguistic interactions within the target language. In stark contrast to the mere regurgitation of grammatical rules and vocabulary, this method underscores the contextual employment of language skills. In turn, speaking rubrics are language-evaluation instruments that are used to measure learners’ verbal skills. They are intended to test students’ abilities to use language in context and communicate successfully in the target language.

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