The Effect of EFL Students’ Self-Monitoring on Class Achievement Test Scores

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Terry Vanderveen, Kanagawa University

The effect of self-monitoring on an achievement test in an EFL classroom setting was investigated. The results of an experimental study that measured the difference in class achievement test scores between a self-monitoring and an external-monitoring group are reported. Participants were 114 first-year students in a Japanese university and college. Target language performance and behaviors were monitored and responses recorded on a protocol by the students in the self-monitoring group and monitored by the instructor in the external-monitoring group. The time required for implementing the protocol or treatment was also measured and was considered to be an important pedagogical factor. At an alpha level of .05, the difference in achievement scores between the groups was not statistically significant.


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