Relationships of experience abroad and four skill biases on Korean EFL learners’ perceived oral competence
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초록
This study examined perceptions of EFL learners’ spoken proficiency and oral fluency at the end of the first semester. To examine first-years’ perceived oral competence, Korean university participants (n=167) completed a Background Language Questionnaire to indirectly self-rate their oral competence, feeling toward English (FE), experience abroad (EA), and four skill biases. Regression analysis indicates FE, EA, gender, difficulty writing, ability speaking, and difficulty reading can be predictors of perceived oral competence (pOC). The implication might be that high pOC raters know their strength and weaknesses. Raters with lower perceived oral competence might have different criteria for evaluating their language abilities, or may be afflicted by affective factors such as anxiety. Biases in perceived oral competence have been linked to non-linguistic, affective factors such as foreign language anxiety, motivation, linguistic self-confidence, risk-taking, and self-efficacy beliefs. In this study, FE and EA appear to be salient factors among high and low self-rating Korean university first-years.
Abstract
This study examined perceptions of EFL learners’ spoken proficiency and oral fluency at the end of the first semester. To examine first-years’ perceived oral competence, Korean university participants (n=167) completed a Background Language Questionnaire to indirectly self-rate their oral competence, feeling toward English (FE), experience abroad (EA), and four skill biases. Regression analysis indicates FE, EA, gender, difficulty writing, ability speaking, and difficulty reading can be predictors of perceived oral competence (pOC). The implication might be that high pOC raters know their strength and weaknesses. Raters with lower perceived oral competence might have different criteria for evaluating their language abilities, or may be afflicted by affective factors such as anxiety. Biases in perceived oral competence have been linked to non-linguistic, affective factors such as foreign language anxiety, motivation, linguistic self-confidence, risk-taking, and self-efficacy beliefs. In this study, FE and EA appear to be salient factors among high and low self-rating Korean university first-years.
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