The Effect of Self-Evaluation Training on Iraqi EFL Learners’ Speaking Performance and Speaking Self-Regulation

Abstract

The current study explored the effect of self-evaluation training on speaking performance and speaking self-regulation of Iraqi EFL learners. The study was conducted in a pre-test–post-test control group design. The participants were 60 male and female undergraduate EFL learners from Babylon University. They were chosen from a population of 80 students after taking the Oxford Placement Test. The selected participants were at intermediate level and were classified into experimental group and control group. The speaking performance was assessed by IELTS Speaking Part 2 tasks and rated by two trained raters with IELTS speaking rubric. Self-regulation was assessed by a questionnaire created by Wang and Sun (2024). The experimental group underwent self-assessment training, whereas the control group was provided with standard speaking teaching. The data underwent analysis by descriptive statistics and ANCOVA. Findings demonstrated that self-evaluation training caused a considerable beneficial influence on the speaking proficiency and self-regulation of Iraqi EFL learners. The findings suggest that systematic self-evaluation can help learners realize their strengths and weaknesses, improve their oral performance, and gain better control over their speaking learning process. The study shows that self-evaluation training can be used as an effective learner-centered technique in EFL speaking instruction.