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Sadeghi, K., Azad Mousavi, M., Javidi, S. (2017). Relationship Between EFL Learners’ Self-Perceived Communication Competence and Their Task-Based and Task-Free Self-Assessment of Speaking. Research in Applied Linguistics, 8(2), 31-50. doi: 10.22055/rals.2017.13090
Karim Sadeghi; Maryam Azad Mousavi; Shahrooz Javidi. "Relationship Between EFL Learners’ Self-Perceived Communication Competence and Their Task-Based and Task-Free Self-Assessment of Speaking". Research in Applied Linguistics, 8, 2, 2017, 31-50. doi: 10.22055/rals.2017.13090
Sadeghi, K., Azad Mousavi, M., Javidi, S. (2017). 'Relationship Between EFL Learners’ Self-Perceived Communication Competence and Their Task-Based and Task-Free Self-Assessment of Speaking', Research in Applied Linguistics, 8(2), pp. 31-50. doi: 10.22055/rals.2017.13090
Sadeghi, K., Azad Mousavi, M., Javidi, S. Relationship Between EFL Learners’ Self-Perceived Communication Competence and Their Task-Based and Task-Free Self-Assessment of Speaking. Research in Applied Linguistics, 2017; 8(2): 31-50. doi: 10.22055/rals.2017.13090

Relationship Between EFL Learners’ Self-Perceived Communication Competence and Their Task-Based and Task-Free Self-Assessment of Speaking

Article 2, Volume 8, Issue 2, Summer and Autumn 2017, Page 31-50  XML PDF (513 K)
Document Type: Research Article
DOI: 10.22055/rals.2017.13090
Authors
Karim Sadeghi ; Maryam Azad Mousavi; Shahrooz Javidi
English Department, Urmia University, Urmia, Iran
Abstract
Self-assessment and task-based assessment have recently attracted attention in language learning and testing contexts worldwide; however, little research has been carried out to document the link between these notions. The present research was an attempt to investigate the connection between task-free/task-based self-assessment and learners’ self-perceived communicative competence in speaking. To examine the link, 48 upper-intermediate and advanced language learners participated in the study. Data were collected via a self-perceived communicative competence questionnaire, the learners’ self-assessment (task-based and task-free) scores, and the teachers’ assessment of learners speaking. The analysis of the obtained data revealed a difference between the learners’ task-based and task-free self-assessment, and a high relationship between their self-perceived communicative competence and their self-assessment of speaking. Results also revealed a positive correlation between the learners’ task-based and task-free self-assessment of speaking and that of their teachers. Findings highlight the importance of self-assessment and task-based assessment in language learning to foster learner involvement.
Keywords
Self-Assessment; Task-Based Assessment; Task-Free Assessment; Self-Perceived Communicative Competence; Speaking
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