DOI
10.1080/09658416.2015.1099659
Abstract
This study describes how oral language was assessed in an advanced-level college foreign language (FL) conversation course. Learners used the ACTFL Proficiency Guidelines to guide self-analyses of their oral production at intervals throughout the course. The intent was to provide opportunities for learners to develop an understanding of what constitutes oral proficiency, gauge their own progress, and set personal goals. Learners’ self-analysis narratives suggested they began to notice different aspects of their speech and to better articulate their abilities and limitations. Broadly speaking, the results suggest that self-assessment of oral performance guided by the Proficiency Guidelines is an effective way to increase FL students’ language awareness and self-efficacy. Pedagogical implications and limitations to this approach are discussed.
Document Type
Post-print Article
Publication Date
11-10-2015
Publisher Statement
Copyright © 2015 Routledge Journals, Taylor & Francis Ltd. Article first published online: November 10, 2015.
DOI: 10.1080/09658416.2015.1099659
The definitive version is available at: https://www.tandfonline.com/doi/abs/10.1080/09658416.2015.1099659
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Full citation:
Kissling, Elizabeth M., and Mary E. O’Donnell. “Increasing Language Awareness and Self-Efficacy of FL Students Using Self-Assessment and the ACTFL Proficiency Guidelines.” Language Awareness 24, no. 4 (October 2, 2015): 283-302.
Recommended Citation
Kissling, Elizabeth M. and O'Donnell, M. E., "Increasing Language Awareness and Self-efficacy of FL Students Using Self-assessment and the ACTFL Proficiency Guidelines" (2015). Latin American, Latino and Iberian Studies Faculty Publications. 151.
https://scholarship.richmond.edu/lalis-faculty-publications/151