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: Reza Rezvani, Farshad Khadivikia
Format: Article
Language:English
Published: Imam Khomeini International University, Qazvin, 2025-04-01
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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author Reza Rezvani
Farshad Khadivikia
author_facet Reza Rezvani
Farshad Khadivikia
author_sort Reza Rezvani
collection DOAJ
description 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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spelling doaj-art-d8ef8c4176694bfa89771368d7abda1f2025-01-19T09:06:35ZengImam Khomeini International University, Qazvin,Journal of Modern Research in English Language Studies2676-53572025-04-011227598https://doi.org/10.30479/jmrels.2024.20367.2378IELTS and TOEFL Applicants’ Self-assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and VariationReza Rezvani0 Farshad Khadivikia1) Associate Professor, Department of English Language and Literature, Yasouj University, Yasouj, IranDepartment of English Language and Literature, Yasouj University, Yasouj, Iran. 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.https://jmrels.journals.ikiu.ac.ir/article_3447_33180821bee03e4cf735f58c71d8e38d.pdfhigh-stakes assessmentsieltsiranian test-takersself-assessmenttoefl
spellingShingle Reza Rezvani
Farshad Khadivikia
IELTS and TOEFL Applicants’ Self-assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and Variation
Journal of Modern Research in English Language Studies
high-stakes assessments
ielts
iranian test-takers
self-assessment
toefl
title IELTS and TOEFL Applicants’ Self-assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and Variation
title_full IELTS and TOEFL Applicants’ Self-assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and Variation
title_fullStr IELTS and TOEFL Applicants’ Self-assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and Variation
title_full_unstemmed IELTS and TOEFL Applicants’ Self-assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and Variation
title_short IELTS and TOEFL Applicants’ Self-assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and Variation
title_sort ielts and toefl applicants self assessment and actual test performance a mixed methods study of relationship and variation
topic high-stakes assessments
ielts
iranian test-takers
self-assessment
toefl
url https://jmrels.journals.ikiu.ac.ir/article_3447_33180821bee03e4cf735f58c71d8e38d.pdf
work_keys_str_mv AT rezarezvani ieltsandtoeflapplicantsselfassessmentandactualtestperformanceamixedmethodsstudyofrelationshipandvariation
AT farshadkhadivikia ieltsandtoeflapplicantsselfassessmentandactualtestperformanceamixedmethodsstudyofrelationshipandvariation