초록 열기/닫기 버튼
This study aims to investigate the utility of self-assessment of second language (L2) proficiency as a research tool with reference to Korean EFL university students. Specifically, this study (1) investigates how many underlying constructs can be measured by using L2 self-assessment, (2) estimates statistical strengths between self-assessments and a standardized English proficiency test (TOEIC), and (3) examines the predictable power of the self-assessment on the standardized scores. For this, 141 second language learners of various levels of L2 proficiency participated in a self-assessment task in which they self-evaluated their L2 proficiency on 10-point Likert scale in the six English skill areas, including speaking, writing, reading, listening, vocabulary and grammar. The participants were informed that their responses would be used only for the sake of research. Also, the learners agreed to report their standardized English scores, which were taken less than two years in the time of data collection of this study. An exploratory factor analysis revealed that the self-assessment of the six English skill areas can be reduced into a single factor, suggesting the self-assessment measures a single underlying construct. Also, the standardized scores showed strong relationships with self-assessed six skills. Regression analyses indicated that the standardized test scores were strongly associated with self-assessed listening and grammar skills.
