Examining how students overclaim their English as a foreign language knowledge: A novel use of the overclaiming technique

Abstract

Student self-reports of knowledge are widely used by researchers and educators, though their accuracy has been questioned due to potential biases. The overclaiming technique (OCT), based on the familiarity ratings of existing (reals) and non-existing (foils) items, has been used to identify accuracy and exaggeration in respondents’ self-reports. We developed an original English OCT measure specifically for students who learn English as a foreign language (EFL). Our sample consists of Czech lower secondary students (N = 1391). We show that students’ foil claiming relates to their gender, EFL exposure at school, at home, in their free time, and through peers, but not to their school type. School type, however, is a relevant factor in the claiming of reals. Warning about foils relates to lower foil claiming. Further research could examine students’ understanding of OCT items through cognitive interviews and extend the use of the OCT to other foreign languages.