EXPLORING THE EFFECTIVENESS OF SELF-ASSESSMENT ON MALAYSIAN UPPER SECONDARY ESL STUDENTS’ SPEAKING PERFORMANCE
DOI:
https://doi.org/10.51200/manu.v36i2.7084Keywords:
Self-assessment, speaking performance, rubrics, Malaysian secondary students, quasi-experimentalAbstract
Abstract Self-assessment plays a vital role in enhancing learning and encourages students to reflect on their learning progress, promotes autonomy in the learning process, and fosters a commitment to mastering the English language. Previous research has highlighted that Malaysian secondary school students face challenges in spoken communication and a review of existing studies suggests that self-assessment can significantly enhance students' learning, specifically in speaking. However, there remains a gap of research on the use of self-assessment in developing speaking skills at the secondary education level. This study seeks to fill this gap by utilising the quasi-experimental, one-group pre-test-post-test design to investigate the effect of the Speaking Self-Assessment Instrument (SSAI) on the speaking performance of 151 Malaysian English as a Second Language (ESL) Form 4 upper secondary students from three schools in Sandakan, Sabah, Malaysia. The students underwent a speaking pre-test based on the Malaysian Certificate of Education (SPM) speaking test format and had their performance rated by two raters to establish inter-rater reliability. The students participated in four sessions of SSAI rubric training, after which they were tested again for a speaking post-test. Data in the form of speaking test scores were compared. The findings showed that the SSAI was most effective for lower-intermediate students, who showed the greatest improvement, while upper-intermediate students showed the least improvement in speaking scores due to their already high proficiency.
References
Ahmad Bukhari, N. I. (2018, October 21-November 1). CEFR gauging of ESL learners’ speaking skills in Malaysia: A conceptual paper. International Conference on Ummah ICU. Kelantan, Malaysia.
Allal, L. (2016). The co-regulation of student learning in an assessment for learning culture. In D. Laveault & L, Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 259-274). Springer.
Andrade, H. L. (2019). A rritical review of research on student self-assessment. Front. Educ. 4(87), 1–13.
Andrade, H. L. & Brown, G. T. L (2016). Student self-assessment in the classroom. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 319-334). Routledge.
Anh, K. H., Dong, M. H. & Trang, N. H. (2022). An investigation into English majored students’ self-assessment of their speaking performance. International Journal of Instruction, 15(3), 191-208. https://doi.org/10.29333/iji.2022.15311a
Avilez, A. P. & Larenas, C. D. (2020). Enhancing English speaking skills through self-assessment-based action research. International Journal of Action Research, 16(2), 132-152. https://doi.org/10.3224/ljar.v16l2.04
Babaii, E., Taghaddomi, S. & Pashmforoosh, R. (2015). Speaking self-assessment: Mismatches between learners’ and teachers’ criteria. Language Testing. 1-27. https://doi.org/10.1177/0265532215590847
Benraghda, A. (2022). Self‑assessment as a self‑regulated learning approach in English oral presentations: College students’ choices and perceptions. Cogent Education, 9(1), Article e2123472. https://doi.org/10.1080/2331186X.2022.2123472
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman.
Carless, D. (2007). Learning-oriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57-66. https://doi.org/10.1080/14703290601081332
Chong, S. W. (2020). The use of exemplars in English writing classrooms: From theory to practice. Assessment & Evaluation in Higher Education, 44(5), 748-763. https://doi.org/10.1080/02602938.2020.1844196
Chong, S. W., & Ye, X. (2020). Developing writing skills for IELTS: An exemplar-based instructional approach. The Education University of Hong Kong. https://www.eduhk.hk/cle/resources/cep/tdg-master/examplar.html
Cohen, J. (1988). Statistical Power Analysis for the Behavioural Sciences (2nd ed.). Lawrence Erlbaum Associates.
Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing. https://www.coe.int/lang-cefr
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. (5th ed.). Sage Publication.
Enayat, M. J. & Derakhshan, A. (2021). Vocabulary size and depth as predictors of second language speaking ability. System, 99, 102521. https://doi.org/10.1016/j.system.2021.102521
Field, A. (2013). Discovering statistics using IBM SPSS statistics (4th ed.). Sage Publication.
Franchis, C. & Mohamad, M. (2023). Implementation of ESL assessment in Malaysian schools: A systematic literature review paper.
International Journal of Academic Research in Progressive Education & Development, 12(2), 2311-2326. http://dx.doi.org/10.6007/IJARPED/v12-i2/17537
Goetz, T., Nett, U. E. & Hall, N. C. (2013). Self-regulated learning. In N. C. Hall & T. Goetz (Eds.), Emotion, motivation, and self-regulation: A handbook for teachers (pp. 123-158). Emerald.
Goos, P. & Meintrup, D. (2016). Statistics with JMP: Hypothesis tests, ANOVA and regression. Wiley.
Grainger, P. R., Heck, D. & Carey, M. D. (2018). Are assessment exemplars perceived to support self-regulated learning in teacher education? Frontiers in Education, 3(60), 1-9. https://doi.org/10.3389/feduc.2018.00060
Guzman, R. E. B. (2022). Applying self-assessment to improve speaking skills in a secondary school [Master's thesis, Universidad Casa Grande]. Repositorio UCG. http://dspace.casagrande.edu.ec:8080/bitstream/ucasagrande/3460/1/Tesis3578BORa.pdf
Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. Longman.
Harding, L., Macqueen, S. & Fill, J. (2023). Assessing communicative competence. In M. Kanwit & M. Solon (Eds.), Communicative competence in a second language: Theory, method, and applications (pp.187-207). Routledge.
Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Hawe, E., Dixon, H., & Hamilton, R. (2021). Why and how educators use exemplars. Journal of University Teaching & Learning Practice, 18(3). https://doi.org/10.53761/1.18.3.10
Hilden, R., Oscarson, A. D., Yildirim, A., & Frojdendahl, B. (2022). Swedish and Finnish pre-service teachers’ perceptions of summative assessment practices. Languages, 7, 10, 1-23. https://doi.org/10.3390/languages7010010
Hosseini, M. & Nimehchisalem, V. (2021). Self-Assessment in English language teaching and learning in the current decade (2010-2020): A systematic review. Open Journal of Modern Linguistics, 11, 854-872. https://doi.org/10.4236/ojml.2021.116066
Huang, Y. & Gui, M. (2015). Articulating teachers’ expectations afore: Impact of rubrics on Chinese EFL learners’ self-assessment and speaking ability. Journal of Education and Training Studies, 3(3), 126-132. https://doi.org/10.11114/jets.v3i3.753
Huddleston, R. & Pullum, G. K. (2002). The Cambridge grammar of the English language. Cambridge University Press.
Hung, Y. J. (2019). Bringing assessment and achievement: Repeated practice of self-assessment in college English classes in Taiwan.
Assessment & Evaluation in Higher Education, 44(8), 1191-1208. https://doi.org/10.1080/02602938.2019.1584783
Idris, M. & Abdul Raof, A. H. (2017). The CEFR rating scale functioning: An empirical study on self- and peer assessments. Sains Humanika, 9(4-2). 11-17. https://doi.org/10.11113/sh.v9n4-2.1355
Kang, O. & Yan, X. (2018). Linguistic features distinguishing examinees’ speaking performances at different proficiency levels. Journal of Language Testing & Assessment, 1, 24-39. https://doi.org/10.23977/langta.2018.11003
Kashinathan, S. & Abdul Aziz, A. (2021). ESL learners’ challenges in speaking English in Malaysian classroom. International Journal of Academic Research in Progressive Education & Development, 10(2), 983-991. https://dx.doi.org/10.6007/IJARPED/v10-i2/10355
Kaur, M. (2022). Investigation of factors influencing Malaysian ESL learners’ English speaking skills. International Journal of Advanced Research in Education and Society, 4(2), 1-6. https://doi.org/10.55057/ijares.2022.4.2.1
Krebs, R., Waldeyer, J., Rothstein, B., & Roelle, J. (2025). Do rubrics enhance self-assessment accuracy? A replication experiment and exploration of effects on performance. European Journal of Psychology of Education, 40(1), 1-17. https://doi.org/10.1026/0049-8637/a000296
Kumar, T., Soozandehfar, S. M. A., Hashemifardnia, A., & Mombeini, R. (2023). Self vs. peer assessment activities in EFL-speaking classes: impacts on students’ self-regulated learning, critical thinking, and problem-solving skills. Language Testing in Asia, 13(1).
https://doi.org/10.1186/s40468-023-00251-3
Li, M. & Zhang, X. (2020). A meta-analysis of self-assessment and language performance in language testing and assessment. Language Testing, 38(2), 189-218. https://doi.org/10.1177/0265532220932481
Marzuki, A., Alek, A., Farkhan, M., Deni, R., & Raharjo, A. (2020). Self-assessment in exploring EFL students’ speaking skill. Al-Ta lim Journal, 27(2), 206-212. https://doi.org/10.15548/jt.v27i2.613
Masruria, W. W. & Anam, S. (2021). Exploring self-assessment of speaking skill by EFL high school students. Linguistic, English Education and Art, 4(2), 387-400. https://doi.org/10.31539/leea.v4i2.2285
McMillan, J. H. & Hearn, J, (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons, 87(1). 40-49. https://eric.ed.gov/?id=EJ815370
Ministry of Education Malaysia (MOE). (2015). Malaysian English language education reform in Malaysia: The roadmap 2015 – 2025. Ministry of Education Malaysia. http://eltc.moe.edu.my/roadmap/The%20Roadmap%202015-2025.pdf
Ministry of Education Malaysia (MOE). (2021). SPM Speaking Examiner Training [PowerPoint slides].
Mohamed Jamrus, M. H. & Razali, A. B. (2019). Using self-assessment as a tool for English language learning. English Language Teaching. 12(11). 64-73. https://doi.org/10.5539/elt.v12n11p64
Mohamad Marzaini, A. F., Yusoff, S. M., Zakaria, N., Basal, M. H., Haslee Sharil, W. N. E. & Supramaniam, K. (2024). A discovery on Malaysian ESL teachers’ adherence to policy mandates in classroom-based assessment practices. Malaysian Journal of Learning and
Instruction, 21(1), 249-284. https://doi.org/10.32890/mjli2024.21.1.9
Mohd Don, Z. & Abdullah, M. H. (2019, May 27). What the CEFR is and isn’t. Free Malaysia Today. https://www.freemalaysiatoday.com/category/opinion/2019/05/27/what-the-cefr-is-and-isnt/
Mori, Y. & Pell, M.D. (2019). The look of (un)confidence: Visual markers for inferring speaker confidence in speech. Frontiers in Communication, 4(63), 1-15. https://doi.org/10.3389/fcomm.2019.00063
Moss, C. M. & Brookhart, S. M. (2019). Advancing formative assessment in every classroom: A guide for instructional leaders. (2nd ed.). ASCD.
Murphy, R. (2019). English grammar in use (5th ed.). Cambridge University Press.
Nadesan, N. K. & Md Shah, P. (2020). Non-linguistic challenges faced by Malaysian students in enhancing speaking skills. Creative Education, 11, 1988-2001. https://doi.org/10.4236/ce.2020.1110145
Newlyn, D. (2013). Providing exemplars in the learning environment: The case for and against. Universal Journal of Educational Research, 1(1), 26-32. https://doi.org/10.13189/ujer.2013.010104
Panadero, E., Brown, G. T., & Strijbos, J. W. (2016). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychological Review, 28, 803-830. https://doi.org/10.1007/s10648-015-9350-2
Panadero, E. & Jonsson, A. (2020). A critical review of the arguments against the use of rubrics. Educational Research Review. https://doi.org/10.1016/j.edurev.2020.100329
Panadero, E., Jonsson, A., Pinedo, L. & Fernandez-Castilla, B. (2023). Effects of rubrics on academic performance, self regulated learning, and self efficacy: a meta analytic review. Educational Psychology Review, 35(4), 113. https://doi.org/10.1007/s10648-023-09823-4
Piccardo, E. & North, B. (2019). The action-oriented approach: A dynamic vision of language education. Multilingual Matters.
Rahman, S. A. S. A, Nasarudin, M. R., Rezwan, N. B. S., Zainal Abidin, N. S., Yusri, N. A.. & Arman, N. S. (2025). Investigating public speaking anxiety among undergraduates. International Journal of Academic Research in Business & Social Sciences, 15(7), 1499-1520. http://dx.doi.org/10.6007/IJARBSS/v15-i7/26055
Razali, N. H. & Abdul Latif, L. (2019). CEFR-based English speaking skill self-assessment by Malaysian graduating non-native English speaking students. Malaysian International Journal of Research in Teacher Education, 2, 82-93. https://mijoriteitepc.wixsite.com/index
Rolheiser, C., & Ross, J. A. (2001). Student self-evaluation: What research says and what practice shows. In R. D. Small, & A. Thomas (Eds.), Plain talk about kids (pp. 43-57). Center for Development and Learning.
Sadler, D. R. (1987). Specifying and promulgating achievement standards. Oxford Review of Education, 13(2), 191–209. https://doi.org/10.1080/0305498870130207
Santos, J. & Ramirez-Avila, M. (2022). Improving speaking fluency through 4/3/2 technique and self-assessment. Teaching English as a Second or Foreign Language, 26(2), 1-14. https://doi.org/10.55593/ej.26102a1
Sintayani, N. L. & Adnyayanti, N. L. P. E. (2022). The analysis of self-assessment effect on EFL students’ speaking performance. Journal of Educational Study, 2(1), 83-91. https://doi.org/10.36663/joes.v2i1.263
Smyth, P. & Carless, D. (2020). Theorising how teachers manage the use of exemplars: towards mediated learning from exemplars. Assessment Evaluation in Higher Education, 1-14. https://doi.org/10.1080/02602938.2020.1781785
Su, W. (2020). Exploring how rubric training influences students’ assessment and awareness of interpreting. Language Awareness, 29(3), 1-19. https://doi.org/10.1080/09658416.2020.1743713
Supramaniam, K., Mohamad Nazer, A. & Maaruf, S. Z. (2020). Teachers’ lived-experience in a dual high-stakes examination system. The European Journal of Social & Behavioral Sciences. 29(3), 2301-2218. https://doi.org/10.15405/ejsbs.279
To, J., Panadero, E., & Carless, D. (2021). A systematic review of the educational uses and effects of exemplars. Assessment & Evaluation in Higher Education, 1-16. https://doi.org/10.1080/02602938.2021.2011134
Ur, P. (2001). Grammar practice activities. Cambridge University Press.
Vasileiadou, D. & Karadimitriou, K. (2021). Examining the impact of self-assessment with the use of rubrics on primary school students’ performance. International Journal of Educational Research Open, 2(2), 1-9. https://doi.org/10.1016/j.ijedro.2021.100031
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Xiao, Y. & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System. https://doi.org/10.1016/j.system.2019.01.004
Yan, Z., Lao, H., Panadero, E., Fernandez-Castilla, B., Yang, L. & Yang, M. (2022). Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review, 37, Article 100484.
https://doi.org/10.1016/j.edurev.2022.100484
Yufrizal, H. & Pratiwi, N. E. (2020). Self-assessment on communicative competence of students of higher education in Indonesia. Education Quarterly Reviews, 3(2), 225-236. https://doi.org/10.31014/aior.1993.03.02.135
Downloads
Published
How to Cite
Issue
Section
License
All right reserved. No part of this publication can be reproduced without prior written permission of the copyright holder. The written permission of the copyright holder must be obtained before any parts of this publication is stored in a retrieval system of any nature.
Requests for permission to duplicate an article, review or part of this journal should be addressed to the Chief Editor, MANU, Centre for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah, Malaysia.
Total Views: 33
| 
Total Downloads: 15
