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Title: An investigation of non-native learners' self assessment of the speaking skill and their attitude towards self-assessment
Author: Ibberson, Hana
ISNI:       0000 0004 2736 2482
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2012
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There have been few studies on learner involvement in speaking assessment and/or their attitude towards self-assessment. Whether learners are able to reliably and validly assess their own language abilities has been a debatable issue among researchers over the past decades. Following a period of rater-training, this study attempted to determine whether learners were able to self-assess their own speaking ability by using two modified CEFR scales. Learner and teacher data was collected from adult learners of English and teachers in the UK between October 2010 and July 2011 for comparing their ratings and attitudes. Four cohorts of adult learners of English (N=25) at the University of Essex were voluntarily recruited at different times during the project. Each cohort attended the rater-training workshops in the first week of a total project cycle of five or six weeks of self-assessment (SA). When the workshop was over, all learners produced 2-3 minute speaking performances on given topics, self-assessed them and then compared their ratings with the teachers' every week over the four sessions. Quantitative (ratings and questionnaires) and qualitative (follow-up interviews) data was obtained throughout the research project. The research findings suggest that learners can self-assess accurately depending on the scale used (i.e. learners' SA using an immediate retrospective scale is more valid than a general retrospective scale) and with appropriate and sufficient training. Also, both learners and teachers had positive attitudes towards learners' SA with respect to ease of rating and regardless of the forms of SA measurement.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available