Naslov
The relationship between the performance and assessment of L2 knowledge in ESL students

Autori
Gulan, Tanja ; Domijan, Dražen

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Review of Psychology, 23(1-2), Special Section 12th Alps Adria Psychology Conference / - : Naklada Slap, 2016, 71-71

Skup
12th Alps Adria Psychology Conference, Symposium on Metacognition

Mjesto i datum
Rijeka, Hrvatska, 29.09.2016. - 01.10.2016

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
second language acquisition ; bilinguism ; metacognition ; self-assessment

Sažetak
In studies of second language acquisition, second language (L2) learners are commonly assigned to different groups based on levels of proficiency in L2. The criterion most often used is the learners’ self-assessment of proficiency. However, the investigation of the relationship between the self-assessment of second language knowledge and actual task performance is scarce. As part of a larger project on metacognition, we collected self-assessments of the knowledge of English as a second language (ESL) in order to test the relationship between objective and subjective measures of L2 knowledge and their task performance. Furthermore, we were interested in the accuracy of assessment of L2 learners when assessing performance in different language tasks. In the first part of the study, participants completed: a questionnaire regarding their second language learning history, and an English vocabulary test. The objective measures were average school grades for English and test scores. The subjective measure was self- assessments of their L2 knowledge. We found that there is no correlation between school grades and self-assessed knowledge of L2, or test scores. In the second part of the study, two experiments were conducted. Participants had to name pictures or translate single word. Two measures of performance were recorded: response time (RT) and accuracy (ACC). After completing each task, participants made assessments of their performance. Regression analysis showed that participants formed their assessments based on either RT, ACC or both, depending on the task. Furthermore, we tested the relationship between different measures of proficiency and performance. Test scores were significantly correlated with RT and ACC in both tasks, while their self-assessment of L2 knowledge was significant only in specific conditions. School grades did not correlate with either measure. In conclusion, our data suggests that self- assessment of L2 knowledge is not a good predictor of proficiency. Objective tests should be used instead.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA