Abstract
The current paper intends to explore whether there are significant correlations between students’ self-efficacy and their self-assessment accuracy and how the former mediates the latter. Framed within an undergraduate interpreting classroom in China, which shares similar pedagogical aims with general foreign language courses, a total of 53 senior students completed an Interpreting Self-Efficacy (ISE) Scale before self-assessing their English-Chinese consecutive interpreting performance. Spearman correlation tests were employed to investigate the correlations between students’ ISE level and their self-assessment accuracy, compared with the teacher’s marks. Although ISE and self-assessment accuracy were positively correlated, the relation was not significant. Medium to low level ISE could only vaguely predict students’ self-assessment performance, but students were capable of accurate self-assessment regardless of their ISE level. This justifies more rigorous reflection on self-regulated learning enabled by accurate self-assessment in language classrooms, which is simultaneously informed by multiple social and psychological variables experienced by individual learners, such as self-efficacy.
Highlights
One of the ultimate aims of education is to enable students to better judge their own work (Boud et al, 2013), and self-assessment (SA) has been widely perceived as a powerful tool in this regard, as witnessed by its innovative implementation in various classrooms (Boud, 1995; Falchikov, 2004)
Medium to low level Interpreting Self-Efficacy (ISE) could only vaguely predict students’ self-assessment performance, but students were capable of accurate self-assessment regardless of their ISE level
This justifies more rigorous reflection on self-regulated learning enabled by accurate self-assessment in language classrooms, which is simultaneously informed by multiple social and psychological variables experienced by individual learners, such as self-efficacy
Summary
One of the ultimate aims of education is to enable students to better judge their own work (Boud et al, 2013), and self-assessment (SA) has been widely perceived as a powerful tool in this regard, as witnessed by its innovative implementation in various classrooms (Boud, 1995; Falchikov, 2004). Among a long list of examined variables, self-efficacy stands out in a plethora of research (Bandura, 1994; Ivars et al, 2014; Wang et al, 2014). Limited research reports divergent and inconclusive results as to whether and how self-efficacy informs SA (Chemers et al, 2001; Ivars et al, 2014; Shaban et al, 2016) despite the increasing recognition that accurate SA leads to accurate task selection, conducive to self-regulated learning and improved learning outcomes (Brown & Harris, 2013; McMillan & Hearn, 2008; Raaijmakers et al, 2019)
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