Self-Assessment Accuracy: Correlations between Japanese English Learners Self-Assessment on the CEFR-Japans Can Do Statements and Scores on the TOEIC®Reportar como inadecuado




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Taiwan Journal of TESOL, v13 n1 p105-137 2016

Since its release in 1979 the TOEIC® (Test of English for International Communication) has been consistently and widely used by educational institutions and companies of Japan despite criticisms that it provides little useable information about language ability. In order to both reduce the extreme focus on and also aid with the practical interpretability of TOEIC® test scores, other approaches to the assessment of language proficiency have started to gain popularity. One notable shift seems to be towards the usage of the Common European Framework of Reference (CEFR), which is purported to provide a highly learner-centered approach to the teaching, learning and assessment of languages. The CEFR promotes the development of learner autonomy and supports learner self-assessment through the usage of can do statements, which describe the communicative actions learners are able to perform at any given time. Due to the increasing interest in using the CEFR as an assessment tool for learning in Japan, further study of the relationship between language proficiency and self-assessment is required. The current study thus explored the relationship between Japanese English language learners' self-assessment scores on listening and reading can do statements from the Common European Framework of Reference-Japan (CEFR-J, a modified version of the CEFR) with test scores from the TOEIC. Moderate correlations between the TOEIC and can do self-assessment scores were found for listening, while no correlations were found for reading. The factors that may influence a learner's self-assessment tendencies, the efficacy of a self-assessment system for Japanese learners and the interpretability of TOIEC® scores are discussed.

Descriptors: Foreign Countries, English Curriculum, Language Tests, Second Language Learning, English (Second Language), Student Centered Learning, Personal Autonomy, Self Evaluation (Individuals), Student Evaluation, Scores, Listening Skills, Reading Skills, Correlation, Self Efficacy, Test Interpretation, Language Proficiency, College Students, Majors (Students), Student Surveys, Statistical Analysis

National Chengchi University Department of English. 64 Sec 2 ZhiNan Road, Wenshan District, Taipei 11605, Taiwan, R.O.C. Tel: 886-2-2938-7248; Fax: 886-2-2939-0510; e-mail: tjtesol[at]nccu.edu.tw; Web site: http://tjtesol.nccu.edu.tw





Autor: Runnels, Judith

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1412&id=EJ1108194







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