Validating Task-Centered Self-Assessment on Second Language Proficiency Growth

Abstract

Self-assessment is widely applied as an easy alternative to more complicated measures under the language learning context. This study investigated the predictive validity of a task-centered self-assessment measuring self-efficacy on gains in second language (L2) proficiency in a sample of 239 beginning to intermediate level English learners before and after English for specific purpose (ESP). The use of cross-lagged panel analysis compared the relationship between self-efficacy and proficiency measured before and after training in search of predictive validity evidence of self-efficacy change on proficiency growth. On average, both self-efficacy and L2 proficiency, measured by the Test of English for International Communication (TOEIC) Bridge test, improved after the training. The cross-lagged panel analysis revealed that, after controlling for initial proficiency and self-efficacy, the growth of self-efficacy was not systematically associated with the growth of proficiency. Discussions on challenges in measuring self-efficacy change and the predictive influence of self-efficacy on proficiency gains in L2 learning are presented in this chapter.