Abstract
This study examines how accurately beginner-level university students learning Spanish in Canada can judge their own speaking abilities. Students rated themselves on 18 statements describing what they could do in everyday conversations, using a four-point scale. At the end of the semester, trained evaluators listened to recorded interviews and assigned each student a proficiency level: beginner low, mid, or high. On average, students rated themselves significantly higher than the evaluators did. However, a statistical analysis showed a moderate and meaningful relationship between the two sets of ratings, with a moderate level of agreement overall. As students progressed in ability, they became more accurate and less likely to overestimate their skills on beginner-level tasks. No clear pattern appeared when students assessed themselves on more advanced tasks. These results suggest that beginner learners can reflect on their own speaking ability with some accuracy, especially when guided by clear statements and supportive instruction.
Keywords
Self-assesment, Oral Proficiency, Spanish learners, Novice language learners, Second Language speaking assessment