IELTS and TOEFL Applicants’ Self-assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and Variation
Recent research on self-assessment (SA) has primarily dealt with its relationship with students’ scores. However, few studies have systematically explored SA in language proficiency tests. This mixedmethods study examined differences between IELTS and TOEFL applicants’ self-assessments and their...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2025-04-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3447_33180821bee03e4cf735f58c71d8e38d.pdf |
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| Summary: | Recent research on self-assessment (SA) has primarily dealt with its
relationship with students’ scores. However, few studies have
systematically explored SA in language proficiency tests. This mixedmethods study examined differences between IELTS and TOEFL
applicants’ self-assessments and their actual test scores. It also explored
the sources of variations between these two assessments. The study
sample included 81 IELTS (n= 51) and TOEFL (n=30) participants. Data
collection involved the applicants' self-assessments, their test scores, and
semi-structured interviews. Quantitative data were analysed using
correlation and regression analyses, while qualitative data were examined
through thematic content analysis. The statistical analyses revealed
moderate to moderately high correlations between self-assessed and
actual test scores. Self-assessments in speaking, reading and writing for
both IELTS and TOEFL showed strong correlations with test scores.
However, self-assessments in listening were only moderately correlated
with actual test scores of both IELTS and TOEFL. In addition, regression
analyses indicated that self-assessments in reading, speaking and writing
for IELTS, as well as reading and speaking for TOEFL, were significant
predictors of test scores. On the other hand, self-assessments in listening
for both IELTS and TOEFL, as well as TOEFL writing, were poor
predictors of actual test scores. Furthermore, qualitative data analyses
highlighted the influence of factors such as experience, psychological
aspects, linguistic abilities, background knowledge and feedback in
explaining the variations between self-assessments and actual test
performance. In conclusion, the paper discusses the findings and
implications of the study in the context of language proficiency testing. |
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| ISSN: | 2676-5357 |