en Positive Assessment: Iranian Pre-Intermediate EFL Learners' Speaking Skill and their Self-Efficacy تخصصي Special پژوهشي Research <span style="font-family:Times New Roman,serif;"><span style="font-size:12.0pt;">The current study was conducted to discover </span></span><span style="font-family:Times New Roman,serif;"><span style="font-size:12.0pt;">the impact of the positive assessment on Iranian pre-intermediate EFL learners&#39; speaking skill and their self-efficacy. To accomplish the research, 40 Iranian females (17 to 8 years old) were selected from </span></span><span style="font-family:Times New Roman,serif;"><span style="font-size:12.0pt;">Shokooh Andishe Language Institute in Mashhad. A KET test which administered to determine the participants&rsquo; level of proficiency. Then, they were divided into two groups, one control group and one experimental group (each included 20 participants). Two instruments, including KET speaking test and a self-efficacy questionnaire, were administrated to both groups as pretests. The experimental group received the treatment based on the principles of positive assessment i.e. using phrases such as very good, excellent, giving small gifts,</span> using thrilling labels and so forth. At the end of the study, the same instruments (as post-tests) were conducted to collect the required data for the analysis. To measure the statistical differences between the means of two groups, some independent samples T-tests were calculated. The results of the analyses indicated that </span><span style="font-family:Times New Roman,serif;"><span style="font-size:12.0pt;">the experimental group outperformed the control group both in the case of speaking skill and self-efficacy</span></span><span style="font-family:Times New Roman,serif;"><span style="font-size:12.0pt;">. The findings of this research might be useful for EFL teachers and EFL learners, also they can be helpful for training programmers, institutes, and course designers.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </span></span> <span style="font-family:Tahoma;"><span style="font-size:12px;">The current study was conducted to discover the impact of the positive assessment on Iranian pre-intermediate EFL learners</span></span><span style="font-size:12px;"> speaking</span><span style="font-family:Tahoma;"><span style="font-size:12px;"> skill and their self-efficacy. To accomplish the research, 40 Iranian females (17 to 8 years old) were selected from Shokooh Andishe Language Institute in Mashhad. A KET test which administered to determine the participants&rsquo; level of proficiency. Then, they were divided into two groups, one control group and one experimental group (each included 20 participants). Two instruments, including KET speaking test and a self-efficacy questionnaire, were administrated to both groups as pretests. The experimental group received the treatment based on the principles of positive assessment i.e. using phrases such as very good, excellent, giving small gifts, using thrilling labels and so forth. At the end of the study, the same instruments (as post-tests) were conducted to collect the required data for the analysis. To measure the statistical differences between the means of two groups, some independent samples T-tests were calculated. The results of the analyses indicated that the experimental group outperformed the control group both in the case of speaking skill and self-efficacy. The findings of this research might be useful for EFL teachers and EFL learners, also they can be helpful for training programmers, institutes, and course designers.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</span></span> EFL learners, positive assessment, self-efficacy, speaking skill EFL learners, positive assessment, self-efficacy, speaking skill 113 125 http://ijreeonline.com/browse.php?a_code=A-10-778-1&slc_lang=en&sid=1 Sahar Mihanyar Sahar Mihanyar sahar.mihanyar@gmail.com 10031947532846001933 10031947532846001933 Yes Department of English, Tabaran Institute of Higher Education, Mashhad, Iran Hamid Ashraf Hamid Ashraf Hamid.ashrafelt@gmail.com 10031947532846001934 10031947532846001934 No Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran