Bridging Perception and Performance: Malaysian ESL Students' Self-Assessment of Communication Competence in Pre-Recorded Informative Speeches

Digital transformation in higher education has increased the adoption of technology-mediated assessment methods, yet students' perception of video-based speech assessment in the ESL classroom remains understudied. This study investigated Malaysian ESL students' perceptions of pre-recorded informative speeches and examined their perceived impact on communication competence development. Grounded by Spitzberg and Cupach's (1984) communication competence model, this exploratory mixed-methods study examined forty-two LCC400 (English for Informative Speech) students' perceptions of pre-recorded speeches and the perceived impact on communication competence development across three dimensions: knowledge (content organisation and clarity), skills (verbal and non-verbal delivery), and motivation (confidence and engagement). Data were collected via an online questionnaire assessing perceived communication competence across three dimensions. Open-ended responses were analysed using Braun and Clarke’s (2006) thematic analysis. The findings identified positive student perceptions of communication competence development, particularly in non-verbal delivery and self-feedback mechanisms, alongside thematic patterns regarding (1) reflective learning and self-assessment benefits; (2) psychological impacts (confidence, anxiety, motivation); (3) technical and digital barriers; and (4) skill development specificity, with particular attention to alignment with Spitzberg & Cupach's three communication competence dimensions. This study provided insights into how Malaysian ESL learners perceive their development of communication competence through a pre-recorded speech assessment and identified practical considerations for educators implementing video-based communication assignments in Malaysian higher education.

ESL learners, communication competence, pre-recorded speeches

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