Self-assessment impact on EFL learners’ speaking fluency and accuracy: Does level of proficiency matter?
Since the 1970s, self-assessment in education has gained increasing currency and has been studied in a considerable number of quantitative studies. In line with this theoretical and experimental background, this study aimed at investigating the effect of self-assessment on intermediate and upper-int...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Teaching English Language and Literature Society of Iran (TELLSI)
2014-12-01
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| Series: | Teaching English Language |
| Subjects: | |
| Online Access: | http://www.teljournal.org/article_53820_c2b8ea61d9e8a4a99df9104e042f33b9.pdf |
| Summary: | Since the 1970s, self-assessment in education has gained increasing currency and has been studied in a considerable number of quantitative studies. In line with this theoretical and experimental background, this study aimed at investigating the effect of self-assessment on intermediate and upper-intermediate language learners’ speaking fluency and accuracy in Iran. Thirty pre-intermediate and thirty upper-intermediate students participated in the study in a pretest-posttest control/experimental group design. The data were analyzed through ANCOVA test. The results indicated that self-assessment positively affected participants’ speaking accuracy and fluency. Also, self-assessment had a greater effect on upper-intermediate learners than pre-intermediate ones. Moreover, speaking fluency benefitted more from self-assessment than speaking accuracy did. The findings can be applied by both EFL learners and teachers. |
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| ISSN: | 2538-5488 2538-547X |