Effects of Formative Self-Assessment on Thai Students’ English Language Proficiency
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Abstract
This study aimed to gain more understanding of Thai EFL students’ self-assessment during practice test engagement. The participants were 95 Thai undergraduate students majoring in English at a public university in Thailand. The correlation and multiple regression analyses were employed to study the relationship between the practice test and English language proficiency test (TOEIC) scores. The analysis of the confusion matrix was also performed to measure the accuracy of students’ self-assessment from the practice tests. The findings revealed that while Thai EFL students perceived themselves as “poor performers” for grammar and listening skill, their self-perception for vocabulary improvement was positive. A significant correlation was also found between the vocabulary practice test and the English proficiency test scores. The completion of multiple practice tests enhanced the students’ vocabulary knowledge and enabled them to improve their English proficiency test score. Finally, the confusion matrix results revealed the accuracy for students’ self-perception of grammar and listening skill. They did not overestimate or underestimate their abilities, but accurately predicted themselves as “low achievers” for these two skills. As demonstrated in the findings, students are the key factors for their learning success. It is essential to engage them with their own learning process, so that they will be able to identify their strengths and weaknesses in learning.
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References
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