Self-Assessment to improve speaking skills: a brief action research
DOI:
https://doi.org/10.51798/sijis.v3i6.492Keywords:
Self-assessment, speaking skills, self-confidence, english EFL, research actionAbstract
The present study aims to demonstrate that “Self-assessment” technique applied with EFL (English as a foreign language) students can improve their speaking skills as well as their self-confidence when speaking. The research was conducted with 34 young male students from the Ecuadorian Navy from Ecuador. The students were trained on how to self-assess their speaking skills focused on the content, grammar, vocabulary, pronunciation, and interaction. They self-assessed using a checklist and the teacher used a rubric to evaluate them. The design of the research was applied through a pretest and a posttest. Between the pretest and a posttest, the researcher implemented an innovation called “The Backward Design” to help students focus on the target, which is having a casual conversation in pairs about daily topics in English with self-confidence. A mixed method was used since the data collected during this study were quantitative and qualitative. The results compare the grades from the pretest and the posttest to determine if self-assessment improved or did not improve the students’ speaking skills and their self-confidence at the end of the innovation. Finally, an argument at the end of the research takes place to discuss the similarities and differences with other investigations.
References
Alek, A., Marzuki, A. G., Farkhan, M., & Deni, R. (2020a). Self-Assessment in Exploring EFL Students’ Speaking Skill. Al-Ta Lim Journal, 27(2), 208-214. https://doi.org/10.15548/jt.v27i2.613
Alfianti, M. (2022). THE IMPLEMENTATION OF SELF-ASSESSMENT IN EFL STUDENT’S SPEAKING PERFORMANCE. Journal of English Language Teaching and Literature (JELTL), 5(2), 103-116. https://doi.org/10.47080/jeltl.v5i2.2043
Andrade, H., & Du, Y. (2007). Student responses to criteria‐referenced self‐assessment. Assessment & Evaluation in Higher Education, 32(2), 159-181. https://doi.org/10.1080/02602930600801928
Andrade, H. L. (2019). A Critical Review of Research on Student Self-Assessment. Frontiers in Education, 4, 87. https://doi.org/10.3389/feduc.2019.00087
Ariafar, M., & Fatemipour, H. R. (2013). The Effect of Self-Assessment on Iranian EFL Learners’ Speaking Skill. 7.
Başak, H. (2019). A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY. 150.
Buchelli, N. (2021). Self-assessment of Role-plays to Improve Speaking.
Borja Guzmán, R. E. (2022). Applying Self-Assessment to Improve Speaking Skills in a Secondary School (Master's thesis, Universidad Casa Grande. Departamento de Posgrado).
Creswell, J., & Guetterman, T. (2019). Educational Research. Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: PEARSON Education.
De Saint Léger, D. (2009). Self-Assessment of Speaking Skills and Participation in a Foreign Language Class. Foreign Language Annals, 42(1), 158-178. https://doi.org/10.1111/j.1944-9720.2009.01013.x
Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24(3), 331-350. https://doi.org/10.1080/03075079912331379935
Ernesto, P., Jonsson, A., & Juan, B. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. https://doi.org/10.1016/j.edurev.2017.08.004
F. Dochy, m. Segers, d. Sluijsmans. (1999). The Use of Self-, Peer and Co-assessment m Higher Education: a review. SRHAE. https://doi.org/http://www.tandfonline.com/loi/cshe20
Jamrus, M. H., & Razali, A. B. (2019). Using Self-Assessment as a Tool for English Language Learning. English Language Teaching, 12(11), 64. https://doi.org/10.5539/elt.v12n11p64
Kuśnierek, A. (2015). Developing students’ speaking skills through role-play. 39.
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98.
Pereira, Z. (2011). Los diseños de método mixto en la investigación en educación: Una experiencia concreta. Revista Electrónica Educare, 15(1), 15-29. https://doi.org/10.15359/ree.15-1.2
Quito, L. (2021). Self-assessment of Roleplays to Improve Speaking.
Rolheiser Karol, Roos Jhon. (2001). STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS. https://doi.org/http://www.cdl.org/resource-library/articles/self_eval.php
Suquilanda, J. (2022). Self-assessment Influence on Improving Speaking Skills.
Thawabieh, A. M. (2017). A Comparison between Students’ Self-Assessment and Teachers’ Assessment. Journal of Curriculum and Teaching, 6(1), Art. 1. https://doi.org/10.5430/jct.v6n1p14
Tran, Q. (2019). The Use of Self- assessment to Improve EFL students ‘speaking Performance: A Review. Using Alternative Assessment to Improve EFL Learners ‘Learning Achievement. https://doi.org/https://www.researchgate.net/publication/333943618
Ulker, V. (2017a). The Design and Use of Speaking Assessment Rubrics. Journal of Education and Practice, 7.
Ur, P. (2012). A course in language teaching: Practice and theory (Second). Cambridge: Cambridge University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 María Paola Moncayo Mendoza , María Rossana Ramirez Avila
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
