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Title

RELATIONSHIP BETWEEN EFL LEARNERS’ SELF-PERCEIVED COMMUNICATION COMPETENCE AND THEIR TASK-BASED AND TASK-FREE SELF-ASSESSMENT OF SPEAKING

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 Start Page 31 | End Page 50

Abstract

SELF-ASSESSMENT and TASK-BASED ASSESSMENT have recently attracted attention in language learning and testing contexts worldwide; however, little research has been carried out to document the link between these notions. The present research was an attempt to investigate the connection between task-free/task-based SELF-ASSESSMENT and learners’ SELF-PERCEIVED COMMUNICATIVE COMPETENCE in SPEAKING. To examine the link, 48 upper-intermediate and advanced language learners participated in the study. Data were collected via a SELF-PERCEIVED COMMUNICATIVE COMPETENCE questionnaire, the learners’ SELF-ASSESSMENT (task-based and task-free) scores, and the teachers’ assessment of learners SPEAKING. The analysis of the obtained data revealed a difference between the learners’ task-based and task-free SELF-ASSESSMENT, and a high relationship between their SELF-PERCEIVED COMMUNICATIVE COMPETENCE and their SELF-ASSESSMENT of SPEAKING. Results also revealed a positive correlation between the learners’ task-based and task-free SELF-ASSESSMENT of SPEAKING and that of their teachers. Findings highlight the importance of SELF-ASSESSMENT and TASK-BASED ASSESSMENT in language learning to foster learner involvement.

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