Self-assessing intonation through analytic rubrics

Abstract

Intonation patterns play a significant role in language learning. Previous research has discovered that intonation is crucial in the message of any linguistic exchange to convey emotions, but little attention has been given to the use of self-assessment of voice recordings with analytic rubrics to address learners’ problems with intonation patterns. The present mixed-method action research study used questionnaires, interviews, a teacher’s journal, rubrics, and recordings to collect data of learners’ beliefs, feelings, and thoughts towards their ability to self-assess by recording themselves and using an analytic rubric. Data were analyzed using the grounded theory approach, and this research study showed that self-assessment, supported by analytic rubrics and recordings, improves intonation patterns of tertiary students with B1 (CEFR) L2 English through the initial development of self-regulatory skills, such as self-awareness, self-judgment, and self reflection of oral production mistakes. Thus, this study lends support to the notion that self assessment is an effective approach to solving intonation patterns problems on students, which should be more widely adopted by the educational community.