AsiaTEFL Logo        The Journal of AsiaTEFL
   
The Journal of AsiaTEFL
Articles By Subject
Current Issue
Past Issues
Special Issue
Information of the Journal
Editorial Board
Submission Guidelines
Ethical Guidelines
Manuscript Submission
Journal Order
User Information
Search
Today 411
Total 504,224
Current Issue
Go List

Volume 6 Number 1, Spring 2009, Pages 1-214   


PDF Download
   

On the Relationship Between Risk-taking and Self-assessment of Speaking Ability: a Case of Freshman EFL Learners

    Mansoor Tavakoli and Behrooz Ghoorchaei


This study investigates the relationship between self-assessment and teacher's rating of speaking ability. Risk-taking (a personality factor) is also singled out to examine its relationship with self-assessment. 79 Iranian EFL Freshmen at the University of Isfahan were given a picture description task to elicit their speech samples. After the speech samples were recorded, they were asked to rewind the tapes and assess their own speaking ability based on a modified version of Farhady et al.'s (1994) oral proficiency scale. Later, the speech samples were rated by their teacher based on the same scale. Moreover, the influence of risk-taking on students' self-assessment was investigated. To analyze the obtained data, Pearson Correlation, Independent samples t-test and the Kruskal-Wallis test were used as statistical procedures. The results revealed that the relationship between self-assessment and teacher's rating of students' speaking ability in the picture description task was not statistically significant. Moreover, there was not any statistically significant relationship between risk-taking and students' self-assessment, however, high risk-takers tended to assess their speaking ability higher than medium and low risk-takers. The findings have some implications for language pedagogy and language testing.

Keywords: assessment, risk-taking, self-assessment, teacher