The Impact of Self-Assessment on Speaking Skills Among A2 Movers Students

Abstract

The purpose of this study was to determine the impact of self-assessment on speaking skills among A2 movers’ students. The analysis of the data revealed that the use of self-assessment has a favorable effect on the students' speaking abilities. The innovation's implementation allowed students to complete practical tasks of all kinds. They demonstrated that they were able to use the content in a real context. Moreover, students became more confident in their performance as every day went by. They incorporated the reflection to be conscious of their learning thanks to self-assessment. They understood their errors and tried to enhance their level of preparation to obtain better results. Students had active participation in the learning process since they reflected on their weaknesses and strengths. At that point, they took responsibility for all the steps planned in the innovation because they tested their effort and progress in each activity. Furthermore, the significant improvement shown in the results of the evaluation made by the teacher with the rubric in the pre and posttest demonstrated that students increased their speaking skills in the final part of the unit. After having seen the students’ pretest and posttest during the implementation of the self-assessment technique, students increased their self-confidence when speaking. Self-assessment helped students take necessary actions and corrective measures to be more prepared for doing speaking exercises. In other words, students enhanced capacity building to promote the learners’ autonomy. According to students’ perspectives, self-assessment helped them to improve their speaking skills because they were able to identify those areas of speaking that needed to be improved and little by little, they could reinforce their speech to give better descriptions about places and people