چکیده:
Since the 1970s, self-assessment in education has gained increasing currency and has been studied in a considerable number of quantitative studies. In line with this theoretical and experimental background, this study aimed at investigating the effect of self-assessment on intermediate and upper-intermediate language learners‟ speaking fluency and accuracy in Iran. Thirty pre-intermediate and thirty upper-intermediate students participated in the study in a pretest-posttest control/experimental group design. The data were analyzed through ANCOVA test. The results indicated that self-assessment positively affected participants‟ speaking accuracy and fluency. Also, self-assessment had a greater effect on upper-intermediate learners than pre-intermediate ones. Moreover, speaking fluency benefitted more from self-assessment than speaking accuracy did. The findings can be applied by both EFL learners and teachers
Self-assessment impact on EFL learners‟ fluency and accuracy
خلاصه ماشینی:
"In line with this theoretical and experimentalbackground, this study aimed at investigating the effect of self-assessment on intermediate and upper-intermediate language learners‟ speaking fluency and accuracy in Iran.
In other words, to the researchers' best knowledge, it is not clear whether self assessment has positive or negative impacts on EFL learners' speaking fluency and accuracy.
The fact that training and feedback have some influences on the accuracy of self-assessment has been investigated by many researchers (Orsmond & Taras, 2001; Patri, 2002; Stefani, 1998).
Another example of success with self-assessment has been reported in Blanche‟s (1990) study wherein the ability of a group of adult learners of French as a foreign language to estimate their own speaking ability (incomplete).
The next objective was to investigate whether self-assessment has the same impact on intermediate and upper-intermediate language learners‟ speaking accuracy and fluency.
6. Discussion The present study tested the hypotheses that self assessment does not significantly improve Iranian upper-intermediate and intermediate EFL learners' speaking fluency and accuracy.
The results also showed that self assessment had significant impact on improving upper-intermediate language learners speaking accuracy and fluency.
Such a controversy is either due to difference between speaking fluency and accuracy (Nunan, 2003; Harmer, 2009) or due to the affective factors and psychological states of beginner and intermediate language learners as well as the rate of their dependence on the teachers.
It could be also inferred that self-assessment has a significant effect on intermediate and upper-intermediate language learners‟ speaking fluency and accuracy."