Boosting vocabulary learning through self-assessment in an English language teaching context

Abstract

This study explores the influence of self-assessment of vocabulary competence on a group of students’ oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students’ learning logs, field notes and artefacts in the form of audio recordings. By contrasting and analysing data sources, and the results obtained from pre- and post-speaking tasks, through a mixed method design approach, it was found that when students self-assess, they are able to acknowledge their learning strengths and drawbacks. This practice enabled students to set learning commitments, use learning strategies that also allow them to raise awareness and take further actions, while self-monitoring them. Consequently, initial improvements in students’ oral fluency development were evinced through the implementation of a systematic cycle that applies self-assessment as a formative assessment source. Thus, the students entered a process in which they gradually become more able to self-monitor, judge and react towards their own gains in language and learning. Findings highlighted the value of goal setting as an essential component in self-assessment. Further longitudinal studies may well support the long-lasting effects of this strategy in similar educational contexts.

Keywords:

• self-assessment
• vocabulary learning
• oral fluency

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Adriana Duque Micán is an assistant professor of English at Universidad Pedagógica Nacional and a part-time teacher at Universidad de La Sabana (Colombia). She holds a master’s degree in English Language Teaching–Autonomous Learning Environments from La Sabana University and obtained a certification as an ICELT teacher granted by Cambridge University. Her research interests include self-assessment practices for fostering learners’ autonomy, learners’ interaction and ICTs integration into language learning.

Liliana Cuesta Medina is an assistant professor in the Master’s programs for in-service English teachers at the Department of Foreign Languages & Cultures, Universidad de La Sabana, Chía, Colombia. Additionally, she is a teacher trainer and serves as the academic coordinator of the Master in Language Teaching–Autonomous Learning Environments. She holds a PhD in English Philology from Universidad Nacional de Educación a Distancia (UNED-Madrid). Her research areas include CALL, CLIL, academic writing and learners’ self-regulation in blended/virtual learning environments.