非主修英文的大學生英語口語能力之自我評量

Understanding Non-English Majors' Self-assessment of English Oral Ability

10.7060/KNUJ-HA.200606.0091

謝麗雪(Li-Hsueh Hsieh)；蕭雅萍(Ya-Ping Hsiao)

口語評量 ； 英語教學 ； 自我評量 ； oral testing ； self-assessment ； English teaching

高雄師大學報：人文與藝術類

20期（2006 / 06 / 01）

91 - 111

繁體中文

一般人認為提供學生評分規準可協助學生有效評量口語能力，本研究調查是否使用規準可協助學生評量第二語言口語能力以及顯示在評語中的自評過程。兩組台灣大學生被要求評量自己的英語口語能力：一組提供規準，另一組沒有規準，兩組須寫評語說明自評情形。學生的評量與教師所作比較，學生的評語以不同的主題區分。發現如下：一、所有學生的評量分數與教師的相似，但沒有規準的分數更接近教師分數。二、大致上師生顯示可接受的一致性，但有規準者作出更多可接受之評量分數。三、相較於有規準之學生，無規準學生更傾向低估自己的能力。四、沒有規準之學生的評語顯示較多與規準上無關的描述句子，而且更多否定的評語。再者，沒有規準的學生比有規準者多寫出多達三倍無關評語。綜而言之，本研究指出提供規準可有效協助學生正面評量英語能力，但老師與學生的評量分數有差距。

It is generally believed that supplying students with criteria helps them assess their oral ability efficiently. This study investigates whether using criteria helps students assess their English oral ability and how the self assessing process was displayed in the students' comments. Two groups of Chinese undergraduates were asked to evaluate their oral ability of English. One group was provided with the criteria as a guidance to assess their oral ability, while the other rated theirs without the criteria. Both groups wrote comments to justify their self-assessment. The students' assessments were compared with the teacher's and the reflections on their oral ability were classified into various themes. The following findings are provided: First, all the students had similar ratings to the teacher's, but the students without criteria displayed a more similar rating to the teacher's than the students with criteria. Second, there was an overall acceptable agreement in the ratings between the teacher and all the students. Third, compared with students supplied with criteria, students without using criteria tended to underestimate their abilities. Fourth, students without criteria yielded more deviant comments from the descriptions in the criteria than students with criteria, and they tended to give more negative comments than positive ones. Additionally, students without criteria had four times more irrelevant comments and more varieties of comments. Taken together, the findings suggest that supplying students with criteria is effective in helping students evaluate their oral English ability positively but it does not seem to yield assessments more similar to the teacher's.

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