On the construct and perceptual validity measures of L1-based vs. L2-based elicitation as a measure of L2 classroom performance assessment

Abstract This study aimed at investigating the English as a foreign language (EFL) learners’ perceptions of L1-based and L2-based elicitations in classroom employing an explanatory sequential mixed-method design. Ninety-seven Iranian intermediate EFL learners have been selected from Islamic Azad University (Science Research Branch) Tehran Province using convenient sampling method. Of these, qualitative phase, 15 individuals were through convenience method focus group ( N = 15; n 8 for L1 7 L2 group). In quantitative 90 selected. The participants’ performances assessed elicitation techniques. They completed two validated researcher-made questionnaires to capture their Accordingly, five separate exploratory factor analyses run investigate underlying constructs components perception questionnaires, results which showed that correlation matrices not singular there perfect correlations among all variables questionnaires. findings show majority respondents prefer use speaking classes believe should be prior general classes. More than two-thirds when they want communicate with each other inside outside doing assignments or performing orally class. half assessment sessions.