Influence of Self-Assessment in Spoken Production in A1 Students

Abstract

When we learn a second language, it is normal to develop a deeper sense of self-awareness on the way we speak, and the way others speak. We compare ourselves to native speakers or to other learners who are in a different level than us. Although contrast is necessary for acquiring new knowledge, it does not provide any evidence of our actual progress and we often forget to use that sense of self-awareness for our own benefit. Assessment is a fundamental part of the learning process, but the educational system based in testing as the primary source of evaluation can be overwhelming and even damaging for the student. This means that as teachers, we should find other ways to restructure the assessment process and extract the actual potential of the role of the student in this aspect. The purpose of this research is to show how self-assessment can influence the spoken production of adult A1 students who struggle with pronunciation and a limited vocabulary regarding daily activities. The chosen path for this research aligns with the educational virtual environment in which we have been immersed during the pandemic and the importance of engaging students in having a more active role in their evaluation process.