Self-Assessment of Business English Writing Ability of Thai University Students: Criterion-Related Validity and Gender Differences

Abstract

The use of self-assessment of language ability has received much attention in the field of second/foreign language learning and assessment. However, studies on its validity have yielded contradictory results. In addition, little research has been conducted into the differences between males and females in regards to self-assessment. Therefore, focusing on business English, this study aims to (1) investigate criterion-related validity of self-assessment by examining the relationship between self-assessment ratings of writing ability and writing achievement test performance, and (2) determine whether there are any differences in self-assessment ratings between males and females. The results of the research show that there is a weak, positive correlation between self-assessment ratings and achievement test scores. In addition, it reveals that both male and female students assessed themselves similarly although females performed significantly better than males on the achievement test.