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Abstract


SELF-ASSESSMENT IN SECOND LANGUAGE SPEAKING ABILITY: AN EVALUATION OF STUDENTS' ACCURACY AND PERCEPTION OF GROWTH
The purpose of this study was to investigate the function and impact of self-assessment process on the second language speaking ability of B1 (intermediate) Turkish EFL learners at a language preparatory school of a foundation (non-profit, private) university in Istanbul, Turkey. A sample of 46 students participated in this quasi-experimental research study. Quantitative data was gathered through the students’ eight-week long self-assessment scorings, the teacher’s scorings for experimental and control group and pre-post L2 speaking motivation questionnaire while the qualitative data was obtained from the think aloud protocols and semi-structured interviews. The findings revealed that the self-assessment process was very helpful for students for gaining awareness of their own learning and improving L2 speaking skills, and also had a positive impact on the motivation for speaking ability. Although no significant difference was found between the experimental and control group in terms of improvement of speaking skills, experimental group still proved a considerable progress. The findings also pointed out that students perceived self-assessment process as an encouraging and engaging way to improve themselves in L2 speaking while taking part in their own learning. Consequently, the results of the study indicated that self-assessment can be utilized as an effective learning strategy promoting L2 speaking skills and motivation in foreign language education.

Keywords
self-assessment; L2 speaking skill; motivation; EFL classrooms


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