Implementing Self-assessment to Improve Speaking Skill in the Development of Monologue Activities in Fourth-grade Students

Abstract

Learning English helps people to communicate each other all around the world in a spoken or written way. “Due to the global market, the requirements of English language are likely to increase every year and employees without adequate English language skills may find it very challenging to grow professionally” (Clement & Murugavel, 2018, p. 2). Learners should develop these skills from their childhood emphasizing the importance of promoting oral communication skill. Many times, very young students feel insecure to talk in English for many reasons, such as: they are afraid that their classmates will make fun of them, they do not know the grammatical rules to make a sentence or they cannot pronounce correctly. In consequence, teachers can promote oral production in young learners by implementing self-assessment activities, applying pre-test and post-test and creating a rubric. Fourth grade students, did not do oral assignments in groups or individually because they cannot express their ideas and pronounce correctly. It was due to the lack of vocabulary, grammatical and pronunciation rules. For that reason, many activities were carried out to improve oral skill in monologue activities. The main purpose of this research is to improve speaking skill where students get their autonomy through self-assessment.