Abstract

This paper presents an action research study conducted in an English communicative course at a Chil-ean university. This investigation aimed to improve university students' speaking skills through the self-assessment methodology. The intervention was held during four weeks, in which participants were exposed to English through task-based lessons that required their systematic self-assessment to develop their speaking skills. With the use of an analytic rubric to measure whether or not there was improvement in pre and post oral interviews, a learning journal and a focus group interview, findings showed that there was a positive change in their speaking performances, and learners appreciated this methodology as a way to improve their academic results.