The Influence of Proficiency Level and Skill Modality on Prospective and Retrospective Test Score Estimates of EFL Students

The Influence of Proficiency Level and Skill Modality on Prospective and Retrospective Test Score Estimates of EFL Students

Hannigan , Sharon
Bulut, Doğan

In this paper, we aim to present the results of a descriptive study investagiting the metacognitive awareness levels of students in a Turkish EFL context. More specifically, we report the effect of two variables, proficiency level and language skills, on students’ prospective and retrospective test score estimates. At the end of every eight weeks, students are given a level test which includes two stages. The first stage is a 100-item multiple choice test measuring students’ receptive skills. The second includes writing and speaking tests measuring students’ productive skills. In the present study, prior to the administration of each test component (receptive, written and spoken) students studying at four different levels (from A1 to B2) were asked to predict the grade they thought they would get by circling one of five grade ranges (below 60, 60-69, 70-79, 80-89, 90-100) . The same procedure was repeated retrospectively. The paper ends with the discussion of the results and implications of metacognitive awareness for second language acquisition efficacy.

Conference or Workshop Item
PeerReviewed

2012-05

1003