한국어 학습자의 말하기 자기 평가에 나타난더닝 크루거 효과
The Dunning-Kruger Effect of Self-Assessment on Korean Language Learners’ Speaking Ability
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초록
The purpose of this study is to investigate whether the Dunning-Kruger effect is shown in Korean language education. Twenty advanced Korean language learners delivered three oral presentations and self-assessed their speaking ability in content, organization, vocabulary, grammar, and pronunciation. These assessments were compared to an evaluation by two Korean teachers. The results are as follows: There were significant differences between the learner’s self-assessment and the teacher’s evaluation in each assessment criterion. Learners in the top quartile underestimated their ability in content, organization, vocabulary, grammar, and pronunciation. Learners in the bottom quartile generally had lower self-assessment scores than the teachers’ evaluations, while some of them overestimated their ability in organization and pronunciation. These results suggest that the Dunning-Kruger effect is valid in Korean language education. Therefore, it is necessary to identify the perceptual mismatch between Korean language learners and teachers, and teach learners to accurately self-assess their ability.
Abstract
The purpose of this study is to investigate whether the Dunning-Kruger effect is shown in Korean language education. Twenty advanced Korean language learners delivered three oral presentations and self-assessed their speaking ability in content, organization, vocabulary, grammar, and pronunciation. These assessments were compared to an evaluation by two Korean teachers. The results are as follows: There were significant differences between the learner’s self-assessment and the teacher’s evaluation in each assessment criterion. Learners in the top quartile underestimated their ability in content, organization, vocabulary, grammar, and pronunciation. Learners in the bottom quartile generally had lower self-assessment scores than the teachers’ evaluations, while some of them overestimated their ability in organization and pronunciation. These results suggest that the Dunning-Kruger effect is valid in Korean language education. Therefore, it is necessary to identify the perceptual mismatch between Korean language learners and teachers, and teach learners to accurately self-assess their ability.
참고문헌 (16)
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