Correlating Self-Efficacy with Self-Assessment in an Undergraduate Interpreting Classroom: How Accurate can Students be?

被引:4
作者
Liu, Jing [1 ]
机构
[1] Anhui Normal Univ, Wuhu, Peoples R China
关键词
interpreting self-efficacy; self-assessment; self-assessment accuracy; consecutive interpreting; Chinese students; PERFORMANCE; ENGLISH; SCALE; FEEDBACK; RUBRICS;
D O I
10.30827/portalin.v0i36.13897
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The current paper intends to explore whether there are significant correlations between students' self-efficacy and their self-assessment accuracy and how the former mediates the latter. Framed within an undergraduate interpreting classroom in China, which shares similar pedagogical aims with general foreign language courses, a total of 53 senior students completed an Interpreting Self-Efficacy (ISE) Scale before self-assessing their English-Chinese consecutive interpreting performance. Spearman correlation tests were employed to investigate the correlations between students' ISE level and their self-assessment accuracy, compared with the teacher's marks. Although ISE and self-assessment accuracy were positively correlated, the relation was not significant. Medium to low level ISE could only vaguely predict students' self-assessment performance, but students were capable of accurate self-assessment regardless of their ISE level. This justifies more rigorous reflection on self-regulated learning enabled by accurate self-assessment in language classrooms, which is simultaneously informed by multiple social and psychological variables experienced by individual learners, such as self-efficacy.
引用
收藏
页码:9 / 25
页数:17
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