Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

High-stakes tests often report outcomes without shaping what learners do next. In large, CEFR-aligned English as a foreign language (EFL) programs, evidence is limited on whether brief, scheduled reflection can turn assessments into learning and improve calibration (alignment between self-ratings and scores). A sequential explanatory mixed-methods study was conducted with 389 tertiary learners who completed two midterm exams 8 weeks apart. The intervention combined pre-exam CEFR “can-do” self-ratings with a short, teacher-led dialogue, and nonparticipants served as a comparison group. Quantitatively, achievement was compared with ANCOVA (Exam 2 adjusted for Exam 1), and calibration was tested per skill with χ²/Cramér’s V . Scores declined across the term in both groups, but the decline was smaller with reflection. Calibration patterns...

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