Self-assessment of students' speaking skills

Download
index.pdf
2019
Başak, Helin
Show full item record
1444
views
1494
downloads
This study has the main aim to examine whether there is a significant difference between students’ self-assessment of their speaking skills and teachers’ assessment of students’ speaking skills. In addition, the study also aims to determine whether students and teachers assess different components of speaking skill such as grammar, vocabulary, pronunciation, and fluency significantly different from each other or not. Finally, the study aims to investigate whether students’ self-assessment show differences in terms of their proficiency level in English, gender, and exposure to English outside the school. The data were collected via a self-assessment scale given to the participants and English language teachers’ assessment of the participants based on a speaking assessment scale. The results show that the teachers and the students assess the speaking skills significantly differently from each other. The mean score of the teachers’ assessment is 79.2 out of 100 while the mean score of the students’ self-assessment is 61.7. These scores conclude that the teachers assess the students’ speaking skills higher than the students themselves. In a nutshell, students evaluate their vocabulary, grammar, fluency, pronunciation and communication skills lower than their teachers. The results also show how insecure the students feel about their speaking skills as a whole. In addition, the results show that the students’ self-assessment of their speaking skills and teacher assessment of speaking skills change depending on the students’ level of proficiency, gender and exposure to English outside the classroom.
English language, English language, Language and languages, English language
http://etd.lib.metu.edu.tr/upload/12623025/index.pdf
https://hdl.handle.net/11511/27983
Graduate School of Social Sciences, Thesis

Suggestions

An investigation into the implementation of alternative assessment in the young learner classroom
Çetin, Lynn Marie Bethard; Özbek Gürbüz, Nurdan; Department of English Language Teaching (2011)
The purpose of this study was to explore and develop a better understanding of the implementation of alternative assessment in the young learner classroom. This in-depth, qualitative study focuses on teachers’ practices and beliefs, as well as the student perspective and the role of alternative assessment in the instructional process. Case studies were carried out on nine different English language teachers and their use of alternative assessment strategies and tools over a six month period in their first, ...
Effect of a culturalist versus an interculturalist approach in ELT on Turkish EFL teacher candidates‟ proteophilic competence
Tekin, Mustafa; Seferoğlu, Gölge; Department of English Language Teaching (2015)
This thesis reports a quasi-experimental study on the effect of taking a native-speakerist/culturalist versus critical ELF-informed/interculturalist approach in ELT on a group of English as a Foreign Language (EFL) teacher candidates’ proteophilic competence (PC). The quantitative data were collected through the Proteophilic Competence Survey (PCS), English Varieties Attitude Survey (EVAS), ELF Opinion Survey (ELFOS) and a Listening Comprehension Test (LCT). The qualitative data were collected by means of i...
An investigation into the relationship between emotional intelligence skills and foreign language anxiety of students at a private university
Ergün, Ekin; Seferoğlu, Gölge; Department of English Language Teaching (2011)
This study aims to investigate the relationship between emotional intelligence skills and foreign language anxiety levels of students from Atılım University Preparatory School, in addition to looking at Foreign Language Anxiety (FLA) and Emotional Intelligence (EI) in relation to gender, high-school background, foreign language background and the level of exposure to English. In the data gathering process, 436 students from a private university preparatory school participated. The data were collected in thr...
Perceptions on using L1 in language classrooms: a case study in a Turkish private university
Taşkın, Ayşe; Gürbüz, Nurdan; Department of English Literature (2011)
The purpose of this study is to reveal the perceptions of teachers, learners, teacher trainers and administrators on teachers‟ use of L1 in a preparatory school of a private university in Ankara. Firstly, teachers‟ perceptions were revealed in terms of the amount of L1 they use, reasons for their L1 use, maximizing L2 use and the relationship between L1 use and learner success. Then, the learner perceptions related to the amount of L1 used by teachers and reasons for teachers‟ L1 use were examined with rega...
Facilitating english as a foreign language learners’ vocabulary learning, task completion and contextual vocabulary exploration processes in a mobile supported situated learning environment
Uz Bilgin, Çiğdem; Tokel, Saniye Tuğba; Yalçın, Şenöm Tuğba; Department of Computer Education and Instructional Technology (2016)
The aim of this study was to investigate how vocabulary learning, task completion, and contextual vocabulary exploration processes of English as a Foreign Language (EFL) learners can be facilitated in a mobile supported situated learning environment. METU Science and Technology Museum which is a large, open space populated with interactive science exhibits was chosen as an authentic learning environment. Mobile system which includes instructions of the experiments and also provides dictionary and visual def...
Citation Formats
H. Başak, “Self-assessment of students’ speaking skills,” M.S. - Master of Science, Middle East Technical University, 2019.
METU IIS - Integrated Information Service open@metu.edu.tr