Learners in Transition: Evidence from the Interaction of Accuracy and Self‐Monitoring Skill in a Listening Task

Abstract

Based on the observation that some ESL learners appear to regress in performance during language learning when traditional test accuracy scores are used, another aspect of students' performance was investigated. Using a confidence‐rating scale, the self‐monitoring abilities of 67 intermediate ESL students enrolled in a University‐level pronunciation/listening course were assessed over a seven week period and compared with test accuracy scores. Results indicated three different groups of students. A lower level group, in terms of initial test accuracy scores, improved in their ability to choose correct answers on a test but their self‐monitoring ability did not improve. A middle‐level group actually regressed in their ability to choose correct answers on a test but significantly improved in self‐monitoring ability. The higher‐level group showed only minor improvement in both ability to choose correct answers and in self‐monitoring. The pedagogical implications of these findings in terms of language acquisition, teacher attitudes, and testing are discussed.