EFL Students’ Self-Assessment of Proficiency and Progression

EFL Students’ Self-Assessment of Proficiency and Progression

1. Introduction

  • Focus on processes students utilize for self-assessing English as a foreign language (EFL).

  • Audience: Practitioners seeking to promote self-assessment (SA) or struggling with its implementation.

  • Claimed benefits of SA include:

    • Greater understanding of language learning through goal setting and strategy selection.

    • Promotion of learner autonomy and ownership of learning.

    • Development of understanding of assessment processes.

  • SA's role in EFL courses has grown, influenced by the CEFR and the European Language Portfolio (ELP).

  • Despite theoretical benefits of SA, empirical evidence on how learners engage with the process remains limited.

2. Literature Review

2.1 Definition of Self-Assessment

  • Self-Assessment (SA) is defined as a mental habit and recursive process (Little & Erickson, 2015).

  • Significance:

    • Addresses the lack of research on SA as a process.

    • Highlights SA's influence on learner identity and capacity.

2.2 Learner Control and Benefits

  • SA gives learners a significant role in the learning process.

  • Benefits claimed include:

    • Evaluation of the learning process, promoting autonomy and self-directed learning (Tsagari, 2004).

  • Evidence supporting SA's positive impact remains scarce.

2.3 Learner Factors Influencing SA

  • Research shows that personality traits affect SA; low self-esteem may improve accuracy in assessments (AlFallay, 2004).

  • Learner resistance remains a major obstacle due to traditional educational backgrounds (Riley, 1985).

3. Research Methodology

3.1 Research Questions

  • What are student perceptions of assessment?

  • What are student perceptions of SA?

  • How do students arrive at their SA decisions?

  • What is the impact of SA on the classroom?

  • What does documentary evidence indicate about SA in a language institute?

3.2 Data Collection Methods

  • Data came from questionnaires, stimulated recall interviews, and focus group interviews over an academic year.

  • Focus groups provided insight into participants' experiences, lasting around one hour each.

  • The questionnaire assessed participants’ attitudes towards assessment, SA, and responsibility for assessing learning.

  • Focus groups were audio-recorded; discussions included teaching strategies and SA practices formed around CEFR 'can do' statements.

4. Findings and Analysis

4.1 Student Perceptions of SA

  • Initial perceptions were negative; students were skeptical and felt unqualified to assess themselves.

  • Positive shifting attitudes by course end:

    • Majority saw SA as beneficial, recognizing skill application in language learning.

    • Participants indicated SA improved course experience and understanding of learning processes.

4.2 Decision-Making Processes in SA

  • Participants relied on emotional responses rather than reflection on past learning (intuitive decision-making).

  • Mood and personality influenced their self-assessment accuracy and decision-making process.

  • Participants noted frequent mood swings affected their self-perception during assessment.

5. Conclusion

  • Key findings:

    • Participant attitudes toward SA transitioned from hostility to appreciation during the course.

    • Decisions in SA were largely influenced by affective factors rather than classroom experiences.

  • Limitations of the study include the homogeneous proficiency level of participants and the potential influence of the research context on responses.

  • Recommendations for practitioners:

    • Allow necessary time for students to adjust to SA practices.

    • Provide close teacher support in complex questioning related to SA.

    • Integrate SA into regular practice rather than as a one-time exercise.

    • Avoid superficial implementation of SA; engage students in reflective practices.

References

  • References provide scholarly context on self-assessment, language proficiency, and educational practices. Key authors include AlFallay, Alderson, Banerjee, and Glover, among others.

Author Background

  • Susan Sheehan, EdD, is a Senior Lecturer in TESOL, focusing on language assessment and CEFR practices.