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| Autor/inn/en | Ma, Wenyue; Winke, Paula |
|---|---|
| Titel | Self-Assessment: How Reliable Is It in Assessing Oral Proficiency over Time? |
| Quelle | In: Foreign Language Annals, 52 (2019) 1, S.66-86 (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0015-718X |
| DOI | 10.1111/flan.12379 |
| Schlagwörter | Oral Language; Language Proficiency; Second Language Learning; Second Language Instruction; Accuracy; Self Evaluation (Individuals); Novices; Advanced Students; College Students; Chinese; Computer Assisted Testing; Skill Development; Comparative Analysis; College Second Language Programs; Language Tests; ACTFL Oral Proficiency Interview |
| Abstract | Second language (L2) learners can assess their oral skills with some accuracy. A question is whether learners can reliably use self-assessment to track their language gains over time. During the spring of two subsequent years, 80 university L2 Chinese learners completed an oral skills self-assessment based on the NCSSFL-ACTFL Can-Do Statements (ACTFL, [, 2015]) and took the computerized Oral Proficiency Interview (OPIc). Results were compared to see how accurate the self-assessments were and to determine if the students' self-assessment skills improved. Most students' OPIc gains were reflected in their self-assessment gains; meanwhile, learners tended to underassess rather than overassess their skills. Students at the Novice and Advanced proficiency levels were more accurate self-assessors than were Intermediate-level learners. There was no difference in self-assessment rating accuracy between Years 1 and 2. The findings suggest that self-assessment based on the Can-Do Statements is valuable for low-stakes assessments: for example, to monitor students' proficiency gains and to globally track the way in which language programs promote proficiency growth. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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