The Effectiveness of Self
Evaluation and Feedback in
Foreign Language Learning
Xiaohui Wu
Lecturer of Chinese
Department Modern Languages and Literatures
Fordham University
Email: wuxiaohui827@hotmail.com
xwu42@fordham.edu
Purpose of the study
• explore the effectiveness of the practice of
regular self-evaluation in Chinese as foreign
language learners’ (CFL) overall language
proficiency
• investigate CFLs’ opinion and reaction to
the practice of self-evaluation
Research Methodology
• Survey :
14 students in level 1; 25 in level 2; 16 in level 3
• Interview :
Theoretical framework
• Saito (2003) argued that interest has expanded
in the use of self-evaluation in second
language learning due to the current trends in
learner-centered language teaching approach,
and a growing interest in instructiveness.
Theoretical framework
• Nunan (1988) started that learners got to know
“how to learn” through regular and consistent
self and peer evaluation. Through regular and
consistent self evaluation of their language
proficiency, learners become aware of what their
strengths and weaknesses are in the target
language.
Theoretical framework
• After self-reflecting their learning, they are more
aware of what they need to work on to improve,
learners will then be able to ask assistance from
their teachers and peers in the areas they need
support and improvement (Benson, 2001).
Self Evaluation Survey
Use both blackboard and paper format
Result
Self Evaluation Survey
Conducted monthly (four rounds) :
• 1st round: needs analysis
1. Why would you like to learn Chinese?
2. What’s your weakness in Chinese?
3. What do you expect to learn from this course?
Self Evaluation Survey
Conducted monthly (four rounds) :
•2nd round: progress
1. Talk about some important things you have learned so
far in this course?
2. Talk about your weakest points in Chinese and what
you will do to improve
3. Talk about Wu Laoshi's strong and weak points in
teaching. What Wu Laoshi should change or adjust to
better assist you in learning and making progress.
(You can be honest as I cannot see your name :-)
Self Evaluation Survey
Conducted monthly (four rounds) :
•3rd round: progress
1. Reflect upon the weaknesses you mentioned in the
previous self-evaluation? Have you taken any
action/efforts to improve those weaknesses? Did
you make any progress? If not, how would you do
better to make progress?
2. Talk about what Wu Laoshi can change or adjust to
better assist you.
Self Evaluation Survey
Conducted monthly (four rounds) :
•4rd round: progress
1. Reflect upon the weaknesses you mentioned in the
previous self-evaluation? Have you taken any
action/efforts to improve those weaknesses? Did
you make any progress? If not, how would you do
better to make progress?
2. Talk about what Wu Laoshi can change or adjust to
better assist you.
Result
For Students:
• self-evaluations have effectively in improved
students’ overall language proficiency;
• Self-evaluations are most effective in
improving learners’ writing and reading;
• Students responded that self-evaluations
have positive effects on their learning in
general.
Result
For instructor:
• self-evaluation and feedback has helped the
instruction consistently monitor students’
progress;
• It has also helped the instructor see how I can
better assist students learn Chinese more
effectively based on their feedback;
• Ultimately these regular evaluation can help the
instructor get excellent end-of-semester
evaluation.
Quotes from students’ responses
• So far, in this course, the most important thing I've learned is
grammar. I think without grammar, a language cannot be fully
learned;
• This far, I've learned a lot in this course. I think the most
important thing that I've learned are new words, especially
sentence connectors so I can create better paragraphs when
writing;
• I have learned much more about Chinese culture this
semester, and I feel that my grammar, reading, and writing
abilities are slowly, but noticeably, progressing.
• I definitely think my writing has improved so far in this
course. I feel like I can write more eloquently in Mandarin
now.
Quotes from students’ responses
• I am terrible at memorizing the characters, but I will try to
write them over and over until I remember to my best ability ;
• Reading and writing. I will try to study vocabulary more in
advance and prepare before we learn a new lesson in class ;
• I have difficulty writing Chinese. Some of those characters I
just forgot, I hate that.
• My weakest part is reading, there are many characters that I
have forgotten or don't recognize. The dictation and reading
is deifnitely helping me learn alot of new words;
Quotes from students’ responses
• Wu Laoshi is very capable at many aspects of teaching, and
dedicated to our success as students. I am very grateful to have
you as my teacher. You are always open to change and selfcriticism. I feel that more time ought to be devoted to grammar
practice, rather than vocab, at the beginning of each of lesson.
Going over the vocab at the beginning of class doesn't really help-it takes much more time to learn. Explaining the grammar is more
useful. Also, I feel that the workload adjustments are good.
• Some parts of the lesson, it is fine to go quickly. I love Wu Lao
Shi's charisma and energy in the classroom, she encourages me
to continue learning. However, there are some part that need more
time in the classroom, like new vocab words and sentence
structures. Instead of going through the list of chinese words on
the powerpoint, it would be helpful to learn the new vocab in a
sentence or learning a character's meaning in the word.
Reference
• Benson, P. (2001). Teaching and Researching
Autonomy in Language Learning. London:
Longman
• Nunan, D. (1988).The Learner-centered Curriculum:
A Study in Second Language Teaching. Cambridge:
Cambridge University Press
• Saito, Y. (2003). The use of self-assessment in
second language assessment. Working paper in
TESOL and Applied Linguistics