<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1657-0790</journal-id>
<journal-title><![CDATA[Profile: Issues in Teachers' Professional Development.]]></journal-title>
<abbrev-journal-title><![CDATA[profile]]></abbrev-journal-title>
<issn>1657-0790</issn>
<publisher>
<publisher-name><![CDATA[Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1657-07902018000200127</article-id>
<article-id pub-id-type="doi">10.15446/profile.v20n2.61724</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Improving L2 Oral Accuracy and Grammatical Range Through Self-Assessment of Video Speech Drafts]]></article-title>
<article-title xml:lang="es"><![CDATA[Mejoramiento de la precisión y rango gramatical oral a través de la autoevaluación de versiones de videos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caicedo Pereira]]></surname>
<given-names><![CDATA[Martin Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lozano Bermúdez]]></surname>
<given-names><![CDATA[Jhonny Alexander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vanegas Medina]]></surname>
<given-names><![CDATA[Luis Alfonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,British Council  ]]></institution>
<addr-line><![CDATA[Pereira ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Ibagué  ]]></institution>
<addr-line><![CDATA[Ibagué ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Surcolombiana  ]]></institution>
<addr-line><![CDATA[Neiva ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>127</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1657-07902018000200127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1657-07902018000200127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1657-07902018000200127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This action research study examines the effect of self-evaluation on grammatical range and grammar accuracy on the English speaking performance of 27 foreign language university and pre-university students enrolled in three different language centers, in three different cities in Colombia. Participants were asked to record themselves answering different IELTS-type tasks for four times during a 6-week period and score and reflect towards their performance using IELTS-type analytical scoring rubrics and journals. Researchers used journals to register impressions, thoughts, and judgments observed during the process. The findings led to conclude that learners highly benefit from applying self-assessment techniques using videos of their production and a language benchmark to compare with in the improvement of their oral language accuracy and grammatical range.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio de investigación acción examina el efecto que tiene la autoevaluación sobre el rango y la precisión gramatical en la producción oral de 27 estudiantes universitarios y preuniversitarios matriculados en tres diferentes centros de idiomas de Colombia. A los participantes se les pidió que se grabaran, calificaran y evaluaran mientras respondían diferentes tareas similares a aquellas del examen IELTS cuatro veces, durante un período de seis semanas, implementando rúbricas de calificación tipo IELTS. Por su parte, los investigadores usaron un diario para registrar impresiones, pensamientos y juicios observados durante el proceso. Los hallazgos llevaron a concluir que los estudiantes se benefician enormemente de la aplicación de técnicas de autoevaluación, utilizando videos de su producción oral y un referente lingüístico comparativo en la mejora de la precisión del lenguaje oral y rango gramatical.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Grammatical range]]></kwd>
<kwd lng="en"><![CDATA[oral language accuracy]]></kwd>
<kwd lng="en"><![CDATA[self-assessment]]></kwd>
<kwd lng="en"><![CDATA[videos]]></kwd>
<kwd lng="es"><![CDATA[autoevaluación]]></kwd>
<kwd lng="es"><![CDATA[precisión del lenguaje oral]]></kwd>
<kwd lng="es"><![CDATA[rango gramatical]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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