Effects of benchmarking and peer‐assessment on French learners' self‐assessments of accentedness, comprehensibility, and fluency

Abstract

Abstract This study examined the effect of benchmarking and peer‐assessment activities on second language (L2) French learners' self‐assessments of accentedness, comprehensibility, and fluency. The learners, who included 25 L2 French students enrolled in a 15‐week university‐level French course, recorded two oral presentations at the beginning and the end of the course and self‐assessed their accentedness, comprehensibility, and fluency four times. In addition to regular course instruction, the treatment group also engaged in benchmarking (discussing and applying pre‐established evaluation criteria) and peer‐assessment (evaluating peers' speaking performances). The students' self‐assessments were compared with ratings of accentedness, comprehensibility, and fluency by 10 native‐speaking French raters. At the end of the course (i.e., for the second oral presentation), the treatment group showed greater alignment in self‐assessment of comprehensibility than the comparison group, relative to the external raters' assessments. Results highlight the value of assessment‐focused activities targeting L2 learners' awareness of pronunciation.

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