A large number of Chinese learners of English enrol in IELTS preparation programmes each year, yet their average Speaking scores remain lower than those of candidates from many other linguistic backgrounds (IELTS, 2024b). Although self-assessment has been widely recognised as a beneficial formative practice (Brown & Harris, 2013), its use in L2 speaking, particularly in IELTS preparation contexts in China, remains under-researched. Guided by formative assessment and self-regulated learning theories (Panadero et al., 2016b), this study investigated the pedagogical value of incorporating self-assessment into IELTS Speaking instruction. Specifically, it examined (a) the extent to which learners’ self-assessment scores of IELTS speaking performance were consistent with teachers’ assessment scores, (b) how learners and teachers interpreted and applied the IELTS Speaking assessment criteria, and (c) their reported perceptions of speaking self-assessment in IELTS preparation contexts.
The study involved seven IELTS teachers and 72 learners from different language centres in China. Learners completed an IELTS-style speaking task and rated their own performance using a modified version of the IELTS Speaking assessment criteria, after which their teachers assessed the same performance using the same rubric. Both learners and teachers provided an overall rating, ratings of the sub-dimensions: Fluency and Coherence, Lexical Resource, Grammatical Range and Accuracy, and Pronunciation, as well as written comments explaining their ratings. Semi-structured interviews were also conducted with four teachers and 14 learners.
The quantitative findings showed moderate to good consistency between learners’ and teachers’ ratings, although learners tended to underestimate their speaking performance. The qualitative findings further revealed how learners and teachers interpreted and applied the four assessment criteria. Interview findings also indicated that both cohorts recognised several benefits of self-assessment, such as helping learners identify strengths and weaknesses and encouraging self-regulated learning, while also reporting challenges, including concerns about self-assessment accuracy, barriers to engagement, and limited familiarity with assessment criteria and self-assessment techniques. These findings suggest that self-assessment has pedagogical potential in IELTS Speaking instruction, while also highlighting the importance of clearly communicated formative purposes and appropriate support in maximising its value for learners’ speaking development and greater autonomy.
