With the advent of AI, a plethora of GPT-powered tools and applications have emerged, promising to accelerate the learning process up to five times faster. Although this prospect seems tantalizing, a crucial aspect, often overlooked in both digital and traditional classroom environments, is the incorporation of students’ self-evaluation.
When starting to use AI language learning apps, learners are invited to take placement tests in which they are requested to self identify their proficiency level, typically starting with options like: Beginner (A1-A2) Intermediate (B1-B2) or Advanced (C1-C2). Taking one of these apps as an example, after going through the “proficiency level phase”, users are then prompted to specify their learning goals, such as mastering basics, improving speaking skills or achieving fluency. Regardless of the chosen options, users will get an encouraging message as a response, which is entirely appropriate. Proportionately, there are two questions we should consider: “How well can a student assess their own proficiency level?” “Have they ever been led into this reflection in an instructional way?”
n contrast to AI-driven approaches, human-led instruction in physical learning spaces, allows for the consideration of social and emotional aspects, which are crucial in language acquisition. However we, teachers, often face challenges in providing comprehensive feedback due to time constraints and large classes. This is when student self-assessment becomes an invaluable resource.
Despite the fact that students tend to evaluate their speaking skills based on limited criteria, they often overlook the diverse nature of language proficiency. Teachers can help by fostering students’ awareness of comprehensive self-evaluation. Personally, I tend to use self-evaluation questionnaires adapted to the level I’m teaching. Alternatively, oral feedback sessions can also be led by the teacher. A suggestion is to apply these practices regularly, the way you and your students feel most comfortable. The goal is to help students build a comprehensive framework that allows them to go beyond the dichotomy of good and bad.
In conclusion, while AI offers possibilities for developing oral skills, the human element, particularly in developing learner self-awareness, remains irreplaceable. By allowing and entitling students to develop the ability to evaluate their own progress, we empower them to become more autonomous as learners and to interact more effectively with the world.
REFERENCES
- Jamrus, Mohd & Razali, Abu Bakar. (2019). Using Self-Assessment as a Tool for English Language Learning. English Language Teaching. 12. 64. 10.5539/elt.v12n11p64.
- Chen, Yuh-Mei. (2008). Learning to self-assess oral performance in English: A longitudinal case study. Language Teaching Research – LANG TEACH RES. 12. 235-262. 10.1177/1362168807086293
