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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 37:1 (2024) ► pp.27–56

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El efecto Dunning-Kruger en la autoevaluación del español como L2

Diferencias entre jueces y hablantes en la evaluación de la comprensibilidad, el acento extranjero y la fluidez

ORCiD logo with link | New York University in Madrid

Article language: Spanish

Published online: 17 November 2023
DOI logo with link
https://doi.org/10.1075/resla.21023.san
Resumen
El presente experimento analiza las divergencias entre la autoevaluación que un grupo de 40 hablantes de español como L2 emite sobre su grado de comprensibilidad, acento extranjero y fluidez, y las evaluaciones que recibe por parte de dos grupos de jueces: 109 No expertos sin experiencia en la enseñanza y 42 Expertos o profesores de español como L2. El propósito del experimento es analizar las diferencias entre estas evaluaciones considerando los grados de desempeño de los hablantes, ya que diversos estudios han demostrado que los participantes con peor competencia tienden a sobrevalorar su habilidad, mientras que aquellos situados en lo alto de la escala tienden a subestimarla (Kruger, J. y Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134. Google Scholar logo with link to Google Scholar). Este efecto, conocido como «Dunning-Kruger», resulta relevante para conocer hasta qué punto la autoevaluación de estas tres dimensiones por parte de aprendientes de español se corresponde con la evaluación de los interlocutores nativos con los que ellos interactúan habitualmente dentro y fuera del aula. Los resultados muestran que, efectivamente, los hablantes con peor desempeño se sobrevaloran y los que fueron mejor valorados se infravaloran, aunque la experiencia de los jueces resulta relevante a la hora de marcar la significatividad estadística de las diferencias y los tamaños del efecto.
Abstract
The Dunning-Kruger effect in self-assessing Spanish as L2: Understanding differences between rater and speaker evaluations of comprehensibility, accentedness and fluency
This study examines the divergences between self-assessments of comprehensibility, accentedness and fluency skills from a group of 40 speakers of Spanish as L2, and the scores they receive from two groups of native raters: 109 novice non teacher raters and 42 expert teacher (Spanish as L2) raters. The purpose of the experiment is to analyze the differences between these evaluations considering the speakers’ performance levels, since several studies have shown that participants with lower proficiency tend to overestimate their ability, while those at the top of the scale tend to underestimate it (vid. Kruger, J. y Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134. Google Scholar logo with link to Google Scholar). This effect, known as the “Dunning-Kruger effect,” is relevant to understand to what extent the learners’ self-assessment of these three dimensions corresponds to the assessment of the native speakers with whom they regularly interact both inside and outside the classroom. While the results do confirm that the speakers with poorer performance overestimated themselves, and those who were graded higher underestimated themselves, the raters’ experience is relevant in determining the statistical significance of the differences and effect sizes.
Article outline
  • 1.Introducción
  • 2.Método
    • 2.1Participantes
      • 2.1.1Hablantes
      • 2.1.2Evaluadores
    • 2.2Procedimiento
      • 2.2.1Obtención de las muestras
      • 2.2.2Evaluación de las muestras
  • 3.Resultados
    • 3.1Aclaración sobre el análisis de las evaluaciones
    • 3.2Diferencias entre las puntuaciones de evaluadores y hablantes
    • 3.3Relaciones entre las puntuaciones de evaluadores y hablantes
    • 3.4Análisis de las variables de contexto de aprendizaje y de percepción sobre la tarea realizada y su nivel de español
  • 4.Discusión
    • 4.1Divergencias entre la autoevaluación y la evaluación
    • 4.2Relaciones entre la autoevaluación y la evaluación
  • 5.Conclusión e implicaciones para la enseñanza
  • Notas
  • Referencias bibliográficas
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2025. Listeners’ Self‐Assessment of Second Language Speech. In The Handbook of Second Language Listening, ► pp. 199 ff. DOI logo

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