Overestimation and understimation phenomena in college students who study English as a Foreign Language: a descriptive analysis

Abstract

Several college students who study English as a foreign language have an imprecise idea of their actual level of English. Therefore, they are unable to objectively assess their weaknesses and strengths, which affects their learning progress, and potentially other domains. The initial hypoTesis de Maestría of this study is that the more objectively aware these students are about those two aspects, the better chances they will have to succeed at learning English and potentially other domains. This descriptive research aimed to show evidence of the underestimation and overestimation psychological biases in college students who study English as a Foreign Language, to explore the causes and consequences which, according to the participants of interest in this study, have provoked such biases, and to ultimately raise awareness about these phenomena among professionals and learners of second languages. Three main instruments were applied: an online semi-structured survey, a Perceived vs. Actual Grade test, and a semi-structured questionnaire. The sample comprised a total of 355 participants who have studied English as a foreign language: 198 randomly selected college/graduate students, 40 undergraduate students from the University of Guadalajara, 50 from the University of Colima, and 67 from the University of Bielefeld. However, only 116 (32%) of them ended up as participants of interest for this research due to either the underestimation or overestimation they once showed in some certifications, in the Perceived vs. Actual Grade test, or according to their responses provided in the semi-structured questionnaire. The results of the latter not only proved that participants indeed underestimated or overestimated some of their linguistic skills in English, but also that they had misperceived other aptitudes in personal, academic, and professional circumstances, which led to clearly negative consequences. Interestingly, they expressed that it also led to positive outcomes. Additionally, one of the conclusions that emerged was the fact that cognitive development, social influence, and personality traits are all interconnected to impact on the perception of competence that participants have about themselves and/or other people.