This article explores the enhancement of pedagogical mechanisms for evaluating the process of speaking English, positioning it as a fundamental pedagogical process within language education. The focus is on integrating contemporary assessment techniques that align with communicative competence and linguistic proficiency. Through qualitative and quantitative analyses, this study proposes a multi-dimensional evaluation framework that supports educators in effectively assessing and facilitating English speaking skills in diverse educational settings.

English speaking assessment, communicative competence, performance-based evaluation

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