Diagnosing L2 Learner's Writing Ability in Level-Specific Approach

The objectives of this study were (a) to examine the writing performance of L2 learners on the level-specific tasks based on Common European Framework of Reference (CEFR) and (b) to investigate whether there was any difference between the student's self-assessed level of writing and the writing level reported by the raters. This study was conducted with 138 Iranian students at BA and MA levels in Alborz Institute of Higher Education. The participant's majors were Teaching English as a Foreign Language (TEFL), English Literature, and Translation Studies. DIALANG writing self-assessment grid, CEFR writing self-assessment grid, and three writing tasks at B1, B2, and C1 levels were administered in this research. The results showed that (a) no one in the BA group was placed at the C1 level, and only 17.3% of MA students could reach this level; (b) students of both groups rated their writing ability higher on the CEFR grid, whereas they rated themselves lower on the DIALANG grid; and (c) the learner's self-assessment did not correspond closely with their performance on the writing tasks, and only one-third of them were accurate in assessing their writing ability.