ELTWeekly Vol. 5 Issue#7 | February 25, 2013 | ISSN 0975-3036
Abstract
Language self-appraisal (or self-assessment) is a process by which students evaluate their own language competence. This article describes the relationship between students’ self-appraisals and their performance on a measure of academic listening (AL). Following Aryadoust and Goh (2011), AL was defined as a multi-componential construct including cognitive processing skills, linguistic components and prosody, note-taking, rating input to other materials, knowledge of lecture structure, and memory and concentration. Participants (n = 63) were given a self-assessment questionnaire which is founded upon the components of AL presented by Aryadoust and Goh, and a test of academic listening developed by English Testing Service (ETS); subsequently, their performance on both measures were found to be correlated.
Significant correlations were apparent, indicating that learners assessed their listening skills fairly accurately and precisely. Pedagogical implications and applications of self-assessment are discussed in this paper.