Conceptualizing Impromptu Speaking in Tertiary EFL Context: A Scoping Review of Definitions, Operation, and Assessment Practices

Abstract In tertiary EFL contexts, Impromptu Speaking Skill (ISS) is widely discussed, but its conceptualization, task operationalization, and assessment remain inconsistently reported. This scoping review maps how ISS is defined, operationalized through speaking-task design and performance conditions, and assessed in tertiary EFL setting. Following scoping review guidance and PRISMA-ScR reporting, evidence sources were selected using the Population-Concept-Context (PCC) framework and charted for evidence mapping and conceptual mapping. Across 203 included sources, ISS was conceptualized along a continuum from traditional monologic impromptu speech to contemporary, interaction-oriented impromptu performance. Operationalization typically involved task parameters (i.e very limited or zero preparation, stimulus type, speaking mode, and interaction) to offer impromptu conditions. Assessment focuses on fluency, comprehension, accuracy, coherence, interaction, coherence and cohesion, pragmatic and strategic competence and discourse management. Overall, the review merges how ISS is conceptualized, operationalized, and assessed, and it proposes an operational definition and a minimum reporting set to strengthen comparability across future tertiary EFL studies.