Self assessment to promote speaking skills in efl teachers

Abstract

This research explores the role of Self-Assessment (SA) in promoting and maintaining speaking skills among English as a Foreign Language (EFL) teachers in Ecuador. Despite curriculum standards requiring independent language proficiency, many EFL teachers experience a decline in speaking skills due to limited practice opportunities and inadequate initial preparation. This study employs a qualitative, phenomenological methodology using semi-structured interviews to examine the perceptions of five active EFL teachers from the Santa Elena province. The findings indicate that teachers perceive SA as a highly beneficial, anxiety-reducing tool that fosters learner autonomy, self-regulation, and metacognitive awareness. Engaging in self-evaluation activities, such as recording task portfolios and utilizing interactive digital platforms, allows educators to identify pronunciation errors and track fluency progress. However, the study also reveals limitations; educators note that while SA is effective for building confidence and correcting noticeable pronunciation flaws, it may fall short in evaluating grammatical accuracy without objective, external feedback. Ultimately, the research concludes that SA should be integrated as a continuous, lifelong practice for EFL teachers to ensure their speaking proficiency aligns with professional standards, preventing the loss of language competence and ensuring the delivery of high-quality English education.