Relationship Between EFL Learners’ Self-Perceived Communication Competence and Their Task-Based and Task-Free Self-Assessment of Speaking

Abstract

Self-assessment and task-based assessment have recently attracted attention in language learning and testing contexts worldwide; however, little research has been carried out to document the link between these notions. The present research was an attempt to investigate the connection between task-free/task-based self-assessment and learners’ self-perceived communicative competence in speaking. To examine the link, 48 upper-intermediate and advanced language learners participated in the study. Data were collected via a self-perceived communicative competence questionnaire, the learners’ self-assessment (task-based and task-free) scores, and the teachers’ assessment of learners speaking. The analysis of the obtained data revealed a difference between the learners’ task-based and task-free self-assessment, and a high relationship between their self-perceived communicative competence and their self-assessment of speaking. Results also revealed a positive correlation between the learners’ task-based and task-free self-assessment of speaking and that of their teachers. Findings highlight the importance of self-assessment and task-based assessment in language learning to foster learner involvement.