Relationship Between EFL Learner's Self-Perceived Communication Competence and Their Task-Based and Task-Free Self-Assessment of Speaking
Author(s):
Abstract:
Self-assessment and task-based assessment have recently attracted attention in language learning and testing contexts worldwide; however, little research has been carried out to document the link between these notions. The present research was an attempt to investigate the connection between task-free/task-based self-assessment and learners self-perceived communicative competence in speaking. To examine the link, 48 upper-intermediate and advanced language learners participated in the study. Data were collected via a self-perceived communicative competence questionnaire, the learners self-assessment (task-based and task-free) scores, and the teachers assessment of learners speaking. The analysis of the obtained data revealed a difference between the learners task-based and task-free self-assessment, and a high relationship between their self-perceived communicative competence and their self-assessment of speaking. Results also revealed a positive correlation between the learners task-based and task-free self-assessment of speaking and that of their teachers. Findings highlight the importance of self-assessment and task-based assessment in language learning to foster learner involvement.
Keywords:
Language:
English
Published:
Journal of Research in Applied Linguistics, Volume:8 Issue: 2, Autumn 2017
Pages:
31 to 50
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