Wiwik and Yustus_EYL Article Summary.pdf

summarry article,,i know english :self assessment of foreign language reading and writing abilities among young chinese learners of english

1. Article Summary
WIWIK SRIBUDIATI
&
YUSTUS TEFI
PAGE 01

2. Title:
“I know English”: Self-assessment of foreign language
reading and writing abilities among young Chinese
learners of English
Writers:
Huan Liu, Cindy Brantmeier
Article
PAGE 03

3. Research Questions
Methodology
Overview
Literature Review
Findings and
Implications
PAGE 02
Introduction

4. The study aims to explore self-assessment (SA) of reading
and writing abilities among young Chinese learners of
English, and the relationship between SA and objective
tests of reading and writing.
SA has not been investigated extensively in the context of
language teaching and learning in China, where
language assessment is dominated by large-scale
standardized exams.
Introduction
PAGE 04

5. Reading and writing in a foreign language (FL) are complex
skills that pose challenges for young language learners due to
their limited cognitive and social development.
Assessment for young language learners should be
cognitively and socially appropriate, and serve as a tool to
promote language learning rather than just evaluate
outcomes.
Literature Review
PAGE 06

6. SA has been found to have multiple benefits, such as raising
self-awareness, promoting learner autonomy, and
improving self-regulated learning.
The validity and reliability of SA instruments are key
concerns, which can be addressed by examining the
relationship between SA and objective language
performance.
Literature Review
PAGE 06

7. What are the self-ratings of English reading and writing
abilities of young Chinese learners of English?
1.
Is there a relationship between scores of SA reading
ability and three different reading comprehension tasks?
2.
Do scores of SA reading ability correlate with the scores
of the overall reading comprehension?
3.
Do scores of SA writing ability correlate with the scores
of writing production?
4.
Research Questions
PAGE 05

8. 106 Chinese English learners (56 males, 50 females) from two
seventh-grade classes at a public middle school in a
metropolitan area in China. The study was conducted at the end
of the spring 2016 semester in June. The participants were
between 12 and 14 years old and received 90 minutes of formal
English instruction per day.
Methodology
Participant and Context
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9. Methodology
Materials
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Reading Comprehension Test: Included free recall, sentence
completion, and multiple-choice questions.
Writing Task: Picture-based writing prompt scored on
content, organization, vocabulary, mechanics, and language
use.
SA Items: Criterion-referenced items on reading and writing
abilities, adapted from CEFR, ELP, and previous studies.

10. Methodology
Materials
PAGE 07
A Demographic Questionnaire was completed by participants,
revealing their age, gender, years studying English, living in an
English-speaking country, enjoyment of learning, reasons for
learning, parents' English proficiency, and perceived proficiency
level. 85% enjoyed learning English, with most reasons being
compulsory and importance. 92.45% self-rated as novice or
intermediate learners.

11. Methodology
Data Analysis
PAGE 07
Preliminary analysis e internal consistency
The study used R Software to analyze data on SA reading and
writing items. The internal consistency was checked using
Cronbach's alpha, item-total correlation, and average inter-item
correlation. The study found no items were dropped based on
criteria such as increased alpha or smaller inter-item correlation.

12. Methodology
Data Analysis
PAGE 07
Descriptive statistics

13. Findings
RQ1. What are the self-ratings of English reading and writing
abilities of young Chinese learners of English?
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The study found that participants had better abilities in understanding simple
informational texts, locating specific information, identifying characters,
settings, problems, and solutions, and inferring new vocabulary meanings.
They also had weaknesses in making predictions, connecting text to life
experiences, and connecting text with other texts. In writing, participants had
better abilities in using appropriate spelling, punctuation, capitalization,
writing personal feelings and emotions, and creating clear story endings.
However, they had insufficient abilities in keeping readers in mind, writing an
engaging opening paragraph, and using appropriate metaphors.

14. Findings
RQ2. Is there a relationship between scores of SA reading ability and
three different reading comprehension tasks (free recall, sentence
completion, and multiple-choice questions)?
PAGE 08
The study used Spearman's correlation coefficient to examine the
correlations between free recall, sentence completion, multiple choice, and
overall reading comprehension. The results showed that SA reading scores
were significantly related to free recall, sentence completion, and multiple
choice questions. These correlations had medium to large effect sizes, as per
Plonsky and Oswald's scale of correlation and effect size. The study's
findings suggest that non-parametric statistical tests are less powerful than
parametric tests.

15. Findings
RQ3. Do scores of SA reading ability correlate with the scores of the
overall reading comprehension?
PAGE 08
Spearman's correlational analysis showed that scores of SA reading were
significantly correlated with the scores of the overall reading comprehension
(rs ¼ 0.51, p < .0001) of which the correlation had a medium to large effect
size

16. Findings
RQ4. Do scores of SA writing ability correlate with the scores of
writing production?
PAGE 08
Pearson correlation revealed a significant positive relationship between SA
writing and writing production (r ¼ 0.30, p < .01), with a small to medium
effect size (Plonsky & Oswald, 2014). Young Chinese learners of English
tended to accurately self-assess their skills and knowledge in English writing.

17. 0
10
20
30
40
50
Item 1 Item 2 Item 3 Item 4 Item 5
Findings
Significant correlations between scores
of SA reading and reading
comprehension, as well as between
scores of SA writing and writing
production.
Indicating that young learners tend to
self-assess their foreign language
reading and writing abilities accurately.
PAGE 08

18. Providing empirical insights for exploring the
directions of SA among young language
learners.
Suggesting the potential to use SA as a tool to
promote foreign language instruction for
young learners in China.
Implications
PAGE 09

19. Conclusion
The study shows that young Chinese English learners
accurately self-assess their reading and writing abilities,
suggesting the importance of Self-Assessment (SA) in
foreign language classrooms. Future research should
investigate whether young learners overestimate their
language abilities and if consistent SA use improves
performance in standardized tests.
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